A STUDY OF
PROFESSIONAL
DEVELOPMENT FOR
PUBLIC SCHOOL
EDUCATORS IN
WEST VIRGINIA
NATIONAL
S TAFF D EVELOPMENT
C OUNCIL
S EPTEMBER 2005
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F INAL R EPORT
FOR THE WEST VIRGINIA
LEGISLATIVE OVERSIGHT COMMISSION
ON EDUCATION ACCOUNTABILITY
A STUDY OF PROFESSIONAL
DEVELOPMENT FOR PUBLIC SCHOOL
EDUCATORS IN WEST VIRGINIA
NATIONAL STAFF DEVELOPMENT COUNCIL
SEPTEMBER 2005
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TABLE OF C ONTENTS
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
The Purpose of the West Virginia Professional Development Study . . . . . . . . . . . . . . . . . 11
The Role of Professional Learning in Promoting High-Quality Teaching . . . . . . . . . . . . . 11
The Role of Professional Development Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Methodology of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Limitations of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Best Practice as Seen Through the Lens of the NSDC Standards . . . . . . . . . . . . . . . . . . . . 16
Benchmarking Against Standards and Best Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Standards Strand One: The Content of Professional Learning . . . . . . . . . . . . . . . . . . . . . . 17
Standards Strand Two: The Process of Professional Learning. . . . . . . . . . . . . . . . . . . . . . . 20
Standards Strand Three: The Context of Professional Learning . . . . . . . . . . . . . . . . . . . . 28
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Texas
North Carolina
Ohio
Alabama
New Jersey
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Recommendations for Action. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Recommendation Area One: Make Student Learning
Needs the Focus of Professional Development
Recommendation Area Two: Increase the Effectiveness
of Professional Development
Recommendation Area Three: Reinvent the State
Governance Structure and Systemic Plan for the
Professional Development of Educators
Recommendation Area Four: Create a Professional
Standards-Based System for the Continuum of Educator
Preparation, Licensure, Relicensure, and Development
Recommendation Area Five: Allocate Resources for
State Priorities
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Cited References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Appendices
1. NSDC Staff Development Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
2. Status of Standards in Leading NAEP States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
3. Contributors to NSDC Staff Development Standards . . . . . . . . . . . . . . . . . . . . . 60
4. Documents Reviewed with Summary Highlights . . . . . . . . . . . . . . . . . . . . . . . . . 61
5. Independent Policy Audit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
6. Interviewees and other Contributors to the Study . . . . . . . . . . . . . . . . . . . . . . . . 92
7. Focus Group Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
8. Standards Assessment Inventory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
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ACKNOWLEDGEMENTS
NSDC acknowledges the vision and support of the Legislative Oversight Comission on
Education Accountability for seeking outside assistance in the evaluation of the state’s professional development system and for its commitment to ensuring educators participate in
high-quality professional development that results in improved learning for West Virginia
students. NSDC further acknowledges the support of staff from the Governor’s Office and
State Department of Education and their commitment to a thorough examination of the
state of professional development in West Virginia. Countless educators shared perceptions, experiences, and recommendations. Each added value to the perspective and understanding of the research team. Specific appreciation is extended to Karen Larry and Hank
Hager for the logistical support that contributed to the completion of this report.
Project Director
Stephanie Hirsh, Ph.D.
Contributing Authors
Stephanie Hirsh, Ph.D.
Hayes Mizell, B.A.
Eileen Aviss-Spedding, M.P.A.
Study Facilitators
Cathy Gassenheimer, M.A.
Stephanie Hirsh, Ph.D.
Hayes Mizell, B.A.
Eileen Aviss-Spedding, M.P.A.
Research Assistance
Vaughn Gross, M.Ed.
Amanda Hartman, B.S.
Michael Knapp, Ph.D.
NSDC Staff/Advisors
Dennis Sparks, Ph.D., Executive Director
Stephanie Hirsh, Ph.D., Deputy Executive Director
Joellen Killion, M.Ed., Special Projects Director
Hayes Mizell, B.A., Distinguished Senior Fellow
Sue Francis, Ed.D., Custom-Designed Services Coordinator
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E XECUTIVE S UMMARY
WEST VIRGINIA STUDY OF PROFESSIONAL DEVELOPMENT
FOR PUBLIC SCHOOL EDUCATORS
The Purpose of the Study
The West Virginia Legislature authorized a study of professional development for public
school educators, with oversight of the study to be provided by the Legislative Oversight
Commission on Education Accountability (LOCEA). The National Staff Development
Council (NSDC) was selected to conduct the study, providing an overview of the current
state of professional learning in West Virginia with recommendations for state professional development standards and best practice to assist in advancing student achievement.
Methodology of Study
A four-member team conducted the study of professional development over the summer
of 2005. The study made use of a variety of methodologies including the following:
n
Review and analysis of critical documents including legislation, policy, state
board goals, advisory committee reports and meeting minutes, and professional
development and school improvement program materials and curricula;
n
Interviews and focus groups with key stakeholders including legislators, other
policy makers, community leaders, association representatives, state, plus regional,
and county educators;
n
Invitation to educators to provide input to the study through completion of
NSDC Standards Assessment Inventory; and
n
Examination of policies and practices of other leading states.
Benchmarking Against Standards and Best Practice
The three strands (Content, Process, and Context) of the NSDC Standards served as the
definition of standards and best practice and the framework for examining West Virginia
professional development for educators.
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The discussion of each standard strand includes:
n
The definition of each standard;
n
A description of each standard; and
n
Commentary about the status of the standard in West Virginia.
Recommendations for Action
Specifically, stakeholders in the West Virginia professional development system should
consider the following actions:
Recommendation Area One:
Make Student Learning Needs the Focus of Professional Development
1. Ensure the accessibility and utility of student achievement data at all levels in
the system to assist professional development planning at the team, school,
system, regional, and state levels.
2. Develop subject-based networks for teachers to convene as learning communities.
3. Consider using the Center for Professional Development and/or higher education
institutions to coordinate and offer “content” academies tied to the student
learning standards to ensure a highly-qualified teaching force for West Virginia
students.
4. Ask that the P-16 State Council work with the state-level professional
development advisory group to forge tighter links with higher education to
provide support for improved professional learning.
5. Make teacher competence in cultural understanding and teaching diverse
learners a priority.
Recommendation Area Two:
Increase the Effectiveness of Professional Development
1. Ensure educators are prepared to effectively use student data and assessment
for learning strategies to determine professional development priorities.
2. Conduct an evaluation of the state’s professional development investment.
3. Require that all staff development providers submit quality evaluations
of their professional development initiatives.
4. Ensure that professional development programs and services are results-driven,
standards-based, and team-focused.
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5. Establish a system for making available research-based professional
development programs to assist schools in addressing priorities.
6. Create an awards program to recognize and reward school systems that
successfully demonstrate alignment of their professional development programs
with staff development standards and improved results for students.
Recommendation Area Three:
Reinvent the State Governance Structure and Systemic Plan for the Professional
Development of Educators
1. Reassess the governance and operational structures needed to enhance the
professional development system.
2. Adopt professional development standards as the foundation of the West
Virginia professional development system.
3. Support the development of a comprehensive, results-oriented vision, goal,
and plan for the state’s professional development system.
4. Streamline the current planning requirements of individuals, schools, districts,
regional service centers, and other state-level bodies.
5. Streamline other county and state planning mechanisms.
6. Reexamine the roles, responsibilities, and reporting structures for all state-funded
professional development entities.
7. Structure more committees as learning communities.
Recommendation Area Four:
Create a Professional Standards-Based System for the Continuum of Educator
Preparation, Licensure, Relicensure, and Development
1. Embrace a standards-based approach to the development, licensure, and
relicensure of educators.
2. Leverage school leader standards that promote a vision of district and school
administrators as educational leaders.
3. Reexamine the relicensure and annual professional development requirements.
4. Revisit the connections between teacher relicensure, teacher evaluation, and
the improvement planning cycle.
5. Review the results of state and externally-funded programs addressing
professional development schools plus induction and mentoring programs
for new teachers and new principals.
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Recommendation Area Five:
Allocate Resources for State Priorities
1. Study the existing funding formula for professional development in order to
develop a coherent strategy to support professional development.
2. Establish a dedicated funding mechanism for district and school-based
professional learning to support teacher acquisition of the knowledge and
skills needed to support student learning.
3. Consider reallocating significant funds toward the implementation of a system
that makes school-based learning a priority.
4. Revisit the school calendar and teacher workday.
5. Limit state funding to programs that have proven effectiveness or have reliable
plans for producing quality evaluations.
6. Study the feasibility of transfering professional development resources to the
school district to support local decision making regarding the purchase of
services from external providers.
7. Establish criteria that require all state-funded professional development
initiatives to produce budgets that allocate one-half of projected expenses
towards the implementation, support, and follow-through phases of the work.
8. Consider prioritizing state funding for professional development to districts
and schools with the greatest needs.
Conclusion
There is no doubt that West Virginia policy makers and educators at all levels care a great
deal about professional development. Asking and soberly considering the hard questions
raised throughout the study, as well as the utility of each recommendation, will assist the
state to meet its ambitious goals for professional development and student achievement.
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T HE P URPOSE OF THE W EST V IRGINIA
P ROFESSIONAL D EVELOPMENT S TUDY
The West Virginia Legislature authorized a study of professional development for public
school educators, with oversight of the study to be provided by the Legislative Oversight
Commission on Education Accountability (LOCEA).1 The National Staff Development
Council (NSDC) was selected to conduct the study, providing an overview of the current
state of professional learning in West Virginia with recommendations for state professional development standards and best practice to assist in advancing student achievement.
Though professional development is often viewed as the responsibility of local districts in
conjunction with a variety of outside providers, a state can have a significant impact on the
quality of professional development of its educators by exercising authority through its
application of legislation, code, and policies. This study provides a third party assessment
of the existing professional development practices and policies as measured against the
benchmarks of the National Staff Development Council Standards and current research on
best practice in professional development. The goal of the study is to provide useful information and perspectives on the current professional learning landscape across the state and
broad recommendations for change. These recommendations will support the state’s effort
to assure that all teachers participate in high-quality professional learning to support
improved student achievement.
T HE ROLE OF P ROFESSIONAL L EARNING
IN P ROMOTING H IGH -Q UALITY T EACHING
Current research clearly shows what most people have always known intuitively: Teacher
quality is the most significant factor in advancing student learning. In recognition of this
key role, the accountability measures in the No Child Left Behind Act (NCLB) increased
the pressure for states to ensure teacher quality as well as demonstrate significant improvements in student achievement. Strengthened licensure and preparation standards are key
policy levers to ensure that new teachers are highly qualified and prepared to teach the new
performance standards for students. Veteran teachers must rely on professional development to deepen their content knowledge and to help them acquire new teaching strategies
appropriate to the new student performance standards.2
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West Virginia’s student standards, like those of many other states, stress higher-order thinking and the analytical skills required in today’s world of work. However, the training
received by many of today’s current teachers in their preparation programs did not prepare
them to address the new student performance standards. Teachers cannot teach what they
do not know. The new student standards call on teachers to teach the use of critical thinking, problem solving, and inquiry in the mastery of the student standards. To do so requires
teachers to teach in new ways. Bottom line, if schools are to change, teachers must change
their practice in significant ways to offer more effective instruction and produce higher levels of achievement for students.
The role of professional development in supporting improved practice and assuring
teacher quality is critical. It was clear in the course of this study that West Virginia policy
makers and educators recognize how vital educator professional development is in the
state’s overall school improvement reform efforts. In another very recent study, The Report
of the West Virginia Education Summit written by the Education Alliance, tremendous support was found for professional development in a number of arenas.3
Of course, not all professional development is created equal. When NSDC was asked to
conduct this study, the LOCEA made it clear that the leadership of West Virginia embraced
the new vision for professional learning advanced by the Council. This vision calls for professional learning that is results-driven, standards-based, and focused on the daily work of
teachers and teaching. The use of the term professional learning instead of professional
development emphasizes that ongoing learning is part of the professional work of teachers. At the core of this vision are teachers who are members of at least one learning team
that meets at least one time per day for job-focused learning. This daily learning time
focuses on developing a deeper understanding of the standards students are expected to
master, examining data on student progress, determining teaching strategies to facilitate
learning, developing classroom-based assessments to measure progress, designing and critiquing powerful lessons, and more. When a group recognizes a need for assistance, support is available from local experts including individuals who work at Regional Education
Service Agencies (RESAs), institutions of higher education, the central office, and the state
department. In preliminary conversations and again within focus groups, the NSDC team
reviewed and confirmed the commitment of West Virginia policy makers and educators to
this view of professional learning.
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NCLB legislation requires states to provide evidence that more teachers each year are participating in high-quality professional learning. Research shows that many of the traditional approaches to professional development are nonproductive. Inservice training has typically been a passive event in which teachers hear new ideas and information on teaching.
Current learning theory indicates that one-shot, one-size-fits-all workshops and training
sessions do not recognize or support the needs of teachers as adult learners. Adult learners
need active, problem-based, and collegial learning that grows out of and supports the challenges they face in their daily work.
New approaches to professional learning, which address adult learning needs, are gaining
recognition in West Virginia and across the nation. NCLB actually defines what kind of
professional learning is appropriate for educators, and states are required to report the percentage of teachers who have participated in professional development as defined by the
law. The NCLB definition of high-quality professional development, which closely aligns
with the NSDC Standards, reflects current research on effective professional development
practice. (See Appendix 1: NSDC Standards)
According to the NCLB definition, professional learning needs to give teachers and
school leaders the skills to support students’ mastery of states’ academic standards; enhance the content knowledge of teachers in their teaching subjects; be
integrated into overall school and district improvement plans; be researchbased; align with state student standards; and be sustained, intensive, and
focused on classroom practice. In fact, the legislation explicitly specifies that one-
“We’re
still planning
professional
development
based on teacher
needs without
tying it to
student needs.”
– A Teacher
day or short-term workshops do not qualify as effective professional development.4
T HE ROLE OF
P ROFESSIONAL D EVELOPMENT S TANDARDS
To shift from the old paradigms of one-shot workshops and inservice training as professional development, policy makers, school leaders, and teachers need to learn about and
embrace new professional learning strategies and practices that have a track record of success in improving instruction and student results. As with all other education reforms,
improving the quality of professional learning for all teachers requires serious planning,
implementation, and evaluation.
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Professional development standards can provide a useful framework for state as well as district and school level planning and evaluation of professional development policy and programming. Professional development standards can bring clarity and focus to professional learning design and development. The standards can serve as a tool to review and evaluate the strengths and weaknesses of current professional development programming.
Eight of the ten top performing states on the National Assessment of Educational Progress
(NAEP) use some form of professional development standards, with most referencing the
NSDC Standards. Many more also use the standards, but the limitation of time prevented
an analysis of all of the states. (See Appendix 2: Status of Standards in Leading NAEP States)
Professional development standards can help educators answer the question: What does
high-quality professional development actually look like? NSDC Standards repre“I don’t know
what other teachers
are doing in my area.
The only time I get
to see the other science
teachers in my
department is when
I am in the science
supply room.”
– A Teacher
sent a sophisticated analysis of what it takes to bring quality professional development to fruition. These standards support professional learning that is “resultsdriven”. In other words, they support professional learning that has “the end” in
mind. Too often in the past, professional development planning involved administrators asking teachers what they thought they needed for professional development with little attention paid to the learning needs of their students. If West
Virginia educators are committed to improved student learning, desired student
learning outcomes must be used to review existing professional development and to plan
future professional learning.
In this era of increased accountability at the state and national level and rigorous student
performance standards, it is imperative that states ensure professional learning addresses
student needs. States must show annual yearly progress in student achievement or face federal penalties. There is a body of evidence that connects each NSDC Standard to strategies
that support improved student and teacher learning. The NSDC Standards represent the
principles of best practice in professional learning.
The NSDC Standards address the content of professional learning, the process of how professional learning is designed, and the context in which it takes place. They are organized
by content, process, and context strands, acknowledging that the standards in all three
strands must be in place to assure successful professional learning. The standards help educators recognize that professional development is only effective if a thoughtful design
process and an appropriate organizational context support meaningful content.
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M ETHODOLOGY OF S TUDY
A four-member team conducted the study of professional development over the summer
of 2005. The study made use of a variety of methodologies including:
n
Review and preparation of summary highlights of legislation, policy, state
board goals, advisory committee reports and meeting minutes, and professional
development and school improvement program materials and curricula.
(See Appendix 4: Documents Reviewed with Summary Highlights)
n
Analysis of legislation, code, state board policy, state board goals, related materials,
and comments of educators and other stakeholders to produce the Independent
Policy Audit. (See Appendix 5: Independent Policy Audit)
n
Interviews with legislators, state board members, department of education
staff, education stakeholders, educational audit department staff, professional
association representatives, educators and professional development providers
including staff of the Center for Professional Development (CPD) and the RESAs.
The interviews addressed issues related to professional development and related
educational policies, current practices, providers, and programs for professional
development in the state. (See Appendix 6: Interviewees and Other
Contributors to the Study)
n
Facilitation of a full-day focus group with practitioners including principals and
teachers as well as other leaders invested in the professional development system.
This focus group used the NSDC Standards as the frame for a discussion of their
professional development experiences in the state. The members took part in a
self assessment of their professional development experience benchmarked against
the professional developments standards. (See Appendix 7: Focus Group Report)
n
Invitation to educators at selected schools to provide additional information
regarding the quality of their professional development experiences by completing
the NSDC Standards Assessment Inventory. The inventory allowed participants to
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assess their professional development experience based on the NSDC Standards.
Due to the school start date and the time of this report, limited results were
tabulated. (See Appendix 8: Standards Assessment Inventory)
n
Examination of policies and practices of other states that consistently have high
performance on NAEP and/or have demonstrated significant improvements in
particular areas over the past three to five years. These reports and scenarios are
offered in the appendix and case studies section of the report. (See Appendix 2:
Status of Standards in Leading NAEP States)
L IMITATIONS OF THE S TUDY
The study team concentrated its efforts at the state level in order to deeply understand the
impact of state constructs, legislation, and policies at the district level. Because the study
was performed in the summer of 2005 when schools were closed, there was limited opportunity to validate observations in the field. While many people were interviewed for the
study, there are those who were not interviewed that might have offered different perspectives.
A thorough evaluation of the impact of professional development requires intensive fieldwork and observation in schools to determine if improvements are taking place
and results achieved. It should be noted, however, that all participants in the study from
legislators to teachers were supportive of the examination of professional development
in comparison to the NSDC Standards for Staff Development.
B EST P RACTICE AS S EEN T HROUGH THE L ENS
OF THE NSDC S TANDARDS
In this section of the report, the NSDC Standards provide the lens through which current
professional development practice in West Virginia is examined. While many organizations
and individuals have published their lists of the principles of effective professional development, only NSDC developed its document in collaboration with more than 15 leading
national organizations and researchers. (See Appendix 3: Contributors to NSDC Staff
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Development Standards) The statements of the 12 standards and the best practices embedded in them serve as the basis for identifying the strengths and weaknesses of the current
professional learning system in West Virginia.
BENCHMARKING AGAINST STANDARDS
AND BEST PRACTICE
The three strands (Content, Process, and Context) of the standards serve as the framework
for examining West Virginia professional development for educators. The standards, within each strand, are strongly interconnected and are best understood when viewed
holistically. Therefore, commentary is provided about practice as benchmarked
against the specific standards within each of the strands: Content Standards,
Process Standards, and Context Standards.
The discussion of each standard strand includes the following:
n
The definition of each standard;
n
A description of each standard; and
n
Commentary about the status of the standard in West Virginia.
“We need
more jobembedded
opportunities
and we need to
be more involved
as facilitators
of those
opportunities.”
– A Teacher
S TANDARDS S TRAND O NE :
T HE C ONTENT OF P ROFESSIONAL L EARNING
The content standards guide the selection of the most appropriate content for professional development. The standards address the content educators need to
assure quality teaching, equity, and family involvement.
A Description of the Quality Teaching Standard
Current research is clear that successful teachers have a deep understanding of their subject matter, use appropriate instructional strategies, and
make use of multiple assessments to determine student learning. If students are to meet the new and challenging learning standards, teachers
need sustained, intellectually rigorous professional learning regarding the
subjects they teach; the learning strategies and assessments needed to teach
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STANDARD ONE
Quality Teaching:
Staff development that
improves the learning of all
students deepens educators’
content knowledge, provides
them with research- based
instructional strategies to
assist students in meeting
rigorous academic standards,
and prepares them to use
various types of classroom
assessments appropriately.5
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those subjects; and the findings of cognitive scientists regarding learning. Because it is natural for teachers to teach as they themselves are taught, it is imperative that the instructional methods used with educators be congruent with those they are expected to use in the
classroom.
Commentary on Quality Teaching
Teacher study participants agreed that the advent of the student learning standards has had
tremendous impact on their teaching. They saw the standards and aligned assessments
“I would
say only about
10 percent of the
professional
development I
get is about the
subjects I teach.”
– A Teacher
as key levers of change for improved instruction. They expressed a need for more
professional development that deepened their content knowledge. Teachers commented that there is little professional development that directly focuses on the
student learning standards and how to help students achieve them. There is a
serious need across the state for more sustained learning opportunities in content
knowledge areas. Many teachers and school leaders said that many educators were
still migrating from the textbook to the standards as the framework for teaching and
learning. A teacher commented, “We need to help teachers learn to use textbooks as one of
their resources not as their Bible.”
There was also a need expressed for support for the lone teachers of a particular content
area. Participants believed teachers would benefit from subject-area teacher networks and
technology-based, subject-specific support and learning.
STANDARD TWO
A Description of the Equity Standard
Equity:
Effective educators know and demonstrate appreciation for all of their stu-
Staff development
that improves the
learning of all students
prepares educators
to understand and
appreciate all students,
create safe, orderly
and supportive learning
environments, and
hold high expectations
for their academic
achievement.6
dents. Through their attitudes and behaviors, they establish classroomlearning environments that are emotionally and physically safe, and they
communicate high expectations for academic achievement and quality
interpersonal relationships. Teachers’ knowledge of their students is an
essential ingredient of successful teaching. Professional learning can help
teacher to understand the general cognitive and social/emotional characteristics of students in order to provide developmentally-appropriate curriculum and instruction. This is particularly important when teachers are teaching students whose backgrounds are significantly different from their own.
Professional development can help teachers use knowledge of a student’s background and
interests to assist them in planning meaningful and relevant lessons.
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Commentary on Equity
Many West Virginia teachers now teach students of backgrounds different than their own.
In order to teach students of different backgrounds successfully, teachers need professional development that supports their understanding of the learning needs of diverse student
populations. Across the nation, educators are beginning to recognize the need for teachers
to understand the values, culture, and realities of our multicultural society. Many higher
educational institutions offer courses in cultural competence to help preservice teachers
gain the knowledge, skills, and dispositions they need to deal with the challenge of teaching diverse populations.
The recent Student Voices: West Virginia Students Speak Out About the Achievement Gap
Report, done by the Alliance for Education, examined student perceptions around issues of
school improvement and closing the achievement gap. The report found that many minority children felt disenfranchised by the system. The report indicated that many of West
Virginia’s minority students interviewed in the study felt that their teachers had beliefs and
assumptions about their race or ethnicity that negatively impacted their expectations for
them. The report points to the serious need to ensure that teachers have the cultural competence they need to be successful with all students. Study participants expressed concern
about these findings. While the multicultural education training already offered through
the counties, RESAs, and the department of education is a good start, it is not a comprehensive approach. All teachers need to gain greater knowledge of the needs of diverse student populations and the pedagogical strategies needed to support the learning of all students.
A Description of the Family Involvement Standard
STANDARD THREE
At its best, the education of young people is a partnership between the
Family Involvement:
school, the home, and the community. Educators, who wish to strengthen
Staff development
that improves the
learning of all students
provides educators
with the knowledge
and skills to involve
families and other
stakeholders
appropriately.7
the bonds among those individuals and organizations who contribute to
the education and welfare of a community’s youth, must be knowledgeable
about ways in which families and community members can be meaningfully involved in schools for the benefit of students. Both school leaders and
teachers need to learn appropriate strategies for engaging families and
other stakeholders in supporting the education of all children. The most
important strategies that teachers can learn are those associated with family responsibilities at home that support student learning. Students gain from the active support and
interest that families take in their learning.
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• • • • •
Commentary on Family Involvement
West Virginia educators recognized the key role of family support in student achievement.
Currently, there is little professional development in the state that addresses family involvement issues. Teachers recognized the need to gain a greater understanding of strategies to
increase parental involvement in the education of their students.
S TANDARDS S TRAND T WO :
T HE P ROCESS OF P ROFESSIONAL L EARNING
The process standards address all of the elements that must be in place to ensure that professional learning is designed in such a way that it supports adults in acquiring and using
new knowledge and skills. Process standards explain how learning needs to be designed and
evaluated to ensure that the learning results desired are achieved.
A Description of the Data-Driven Standard
Data-driven decision making is essential to successfully plan the content of, as well as evaluate the impact of, professional development at the state, district, and school level. Data on
STANDARD FOUR
Data-Driven:
student learning, gathered from performance data such as standardized tests
and district-made tests as well as other relevant district and school-based
data such as grade retention and high school retention, need to inform the
Staff development
that improves the
learning of all students
uses disaggregated
student learning to
determine adult
learning priorities,
monitor progress,
and help sustain
continuous
improvement.8
goals established for the professional learning of teachers and school leaders.
Teachers and school leaders need the opportunity to learn how to analyze
data and develop and use various assessment tools. For many teachers, data
analysis was not a part of their professional preparation. When educators
learn how to use data in the design and evaluation of learning, it can be one
of the most powerful tools for reform. Policy makers at the state level as well
as district leaders can use data as one key measure of the impact of professional development on teacher performance and student learning.
Commentary on Data-Driven Decision Making
At the state level, the use of performance-based data as a basis for professional development
planning is limited. In the last several years, the State Professional Development Advisory
Committee made use of student test data to set the professional development goals for the
state. However, the link between the use of performance data and professional develop20
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ment planning appeared weak. Planning at the state level needs to rely on multiple data
sources and pay attention to professional development evaluation data as part of a serious
needs analysis in the development of the state board’s plan for professional development.
Educators need to be trained to analyze and use data in the school improvement and professional development decision-making process. Currently, teacher perception of usefulness is the primary source of data influencing much professional development programming. While teacher input contributes to the planning process, the use of student achievement data is essential to the goal of improved student results.
Study participants believed that though the use of data-driven decision making is not pervasive enough at the district and school levels, many West Virginia educators are beginning
to make effective use of data in support of improved student achievement. A number of
participants were enthusiastic and hopeful about the new online strategic planning system,
which is now the mechanism for districts’ five-year plans. It is seamlessly tied to a rich databank of student, school, and district data. They saw it as a tool for serious school and county level planning. One school administrator commented, “This system looks at schools and
counties in a holistic way. Professional development is part of that system which makes it
easy to get the data you need for planning.”
The West Virginia Achieves Framework provides helpful information and examples of the
use of data as a basis for educator decision making. Some study participants hoped that the
new strategic planning requirement and tools, as well as the state framework, would help
to encourage more widespread and serious use of data for planning at the district and
school levels. One educator commented, “The online system will make it easier for us to
align goals, student learning needs, and professional development.”
Data have also begun to inform decisions about professional development programming.
Policy makers said the impact data of the Benedum-sponsored professional development
school project provided them with the information they needed to continue investing in
them. However, many participants felt there was still a strong need to support and provide
training about the use of data in decision making that impacts school improvement,
teacher learning, and student achievement.
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A Description of the Evaluation Standard
Evaluation of professional learning is the only way that policy makers and educators will
know if professional development is making a difference. It can provide the evidence needed for decision making about which professional development offerings
STANDARD FIVE
Evaluation:
should be retained or eliminated. It answers the question: Were the professional learning opportunities useful in helping teachers acquire the new
Staff development
that improves the
learning of all students
uses multiple sources
of information to
guide improvement
and demonstrate
impact.9
knowledge and skills required to help all students learn at higher levels?
Well-designed evaluation helps educators determine if the desired outcomes
of current professional learning programs and processes have been
achieved. For that reason, both a clear purpose and audience must drive
evaluation design. Evaluation helps policy makers and educators monitor
participant reactions; individual teacher and school team acquisition of new
knowledge, skills, and practices; plus the actual impact of professional learning on student
learning. Too often evaluation is an afterthought and relies too heavily or solely on participant reactions. To be effective, evaluation needs to be an integral element of program
design so that educators are clear about the impact they seek from professional learning
and how they will measure it.
Commentary on Evaluation
There have been few significant evaluation studies of the effectiveness of professional
development for educators in West Virginia. The Benedum study of the impact of the professional development schools on student achievement is one of the few such efforts. Many
professional development providers, including the CPD and the RESAs, have traditionally
used participant reaction as their sole evaluation measure. Study participants also said that
there was little in the way of serious evaluation of district-based professional development
programming by local district committees or district administrators. Few of the key state
professional development programs are evaluated. The CPD and the RESAs do only
“There
is no empirical
evidence that
staff development
is working in
this state.”
– Department of
Education staff
member
cursory evaluation of programs, and these evaluations are largely based on educators’ perception of usefulness. If professional development is going to be a key
lever for change, evaluation must be considered an integral part of the planning
cycle. It also must be based on important sources beyond educator perceptions
and include data on impact on classroom practice and student achievement.
Participants agreed that student data was not sufficiently used in the evaluation of
professional development programs and that there was little in the way of data available to
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determine the impact of current professional development programming. There was a general consensus that there is insufficient use of evaluation of professional development at
the state, county, and school level.
A Description of the Research-Based Standard
Educators must be informed consumers of education research, resisting the
lure of unproven programs with no track record of success. Educators need
to select professional development wisely by reviewing programs to determine if they have resulted in improved teacher practice and student
achievement gains. The implementation of proven, research-based pro-
STANDARD SIX
Research Based:
Staff development
that improves the
learning of all students
prepares educators
to apply research to
decision making.10
grams is sound education policy. There are many professional development programs that claim to be “research-based”. Many of these do not live up to that
claim because they lack real indicators of success. District and school teams need to study
the research and learn more about the schools where programs were implemented. In some
instances, where little research is available, districts are wise to initiate pilot studies.
Commentary on Research-Based Professional Development
Many participants expressed support for the growing use of and support for researchbased programs in the state. Educators found it heartening that there were now a number
of key educational improvement and professional development programs that were
grounded in best practice. Such examples include the professional development school
projects, the new West Virginia Achieves resource packets, the Southern Regional Education
Board (SREB) School Leadership modules, and the online state strategic planning tools.
Current offerings of major providers such as the CPD and the RESAs have not been
reviewed for or required to offer evidence of research-based practices and programming. The professional development projects including the Closing the
Achievement Gap district projects, though existing in only pockets throughout
the state, have provided countless educators with the opportunity to learn
proven school improvement and instructional practices. Many educators also
commented on the thoughtful design of the SREB Leaders in Action project that
“The
new Achieve
Frameworks are
a good example
of research-based
professional
learning and
information.”
– A Superintendent
provided strong research-based and practical strategies for school improvement.
However, most educators did not know if the professional development they received was
supported by research. Many expressed a desire to gain a greater knowledge of researchbased practices for professional development and to be actively involved in constructing
school-based professional learning opportunities based on that research.
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• • • • •
STANDARD SEVEN
A Description of the Design Standard
Design:
Successful professional development requires that planners select learning
Staff development
that improves the
learning of all students
uses learning strategies
appropriate to the
intended goal.11
strategies that are appropriate to the intended outcomes and other key situational factors. That means that planners need to be aware of and skillful in
the application of various adult learning strategies. Learning needs to be
designed based on clear objectives. While a two-hour training for teaches
may result in awareness of new ideas, it is not likely to result in a change in
teacher practice. For many educators, professional development is still syn-
onymous with training, workshops, courses, or large group presentations. Many people are
still unaware of other new and proven learning strategies such as collaborative lesson plan
design, study groups, professional networks, action research, peer observation, and coaching. The most powerful forms of professional development often combine learning strategies, reinforcing and deepening learning through different approaches. Technology is
becoming an increasingly important professional development tool. It can be used to access
and deliver various forms of professional learning, allowing educators to follow their own
unique learning goals within the context of schoolwide professional learning goals.
Commentary on the Design of Professional Development
Teachers reported that most of their professional development was in a workshop format
and that there was little in the way of follow-up. Many teachers identified content knowledge and appropriate pedagogical skills as their greatest professional development need.
However, for teachers to successfully gain deeper content knowledge and learn new
“When my
county plans
professional
development it’s
always on the
first day of school.
That’s when I need
to be setting up
my classroom.”
– A Teacher
teaching strategies, new forms of ongoing professional development are required.
The workshop format cannot provide the kind of intensive learning needed to
change teacher practice. Teachers and school leader participants agreed that
many professional development experiences are not useful or designed for adult
learners. According to teacher and school leader participants, the design of professional development they receive still reflects the traditional training model.
Teacher participants said that workshops without follow-up were still the most
prevalent form of professional development. Many said they are still participating in
traditional pull-out trainings that do little to impact their practice. They also expressed the
need to be more involved in the design of their own professional development.
Serious consideration should be given to the design of professional development in terms
of current learning theory. Adults, like children, need opportunities for active learning that
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engages them in problem solving with peers. They also need to have time to practice new
skills and gain feedback on results. Currently, with a workshop format as the most pervasive professional development format in the state, teachers do not have the chance to practice new skills and then get the ongoing support and feedback that is so important in reinforcing new learning.
A shift away from old professional development practices in West Virginia will not happen
easily or without effort. The new vision of professional learning advanced by the NSDC
requires state leaders and educators to rethink their definition of professional development. The new vision requires that policy makers and educators perceive teacher learning
as a vital ingredient for improved student achievement and make it a priority in a teacher’s
workday. In the new vision, professional learning is not confined to a couple of hours of
inservice after school or on isolated days at the beginning or end of the school year.
The pull-out approach, which requires teachers to leave their schools for professional
development, will continue to be the predominant delivery mode if new school-based professional design strategies are not encouraged and supported. Providers such as the RESAs
and the CPD could be valuable partners in realizing a new vision for professional development in West Virginia schools by playing new and different consultative roles in counties.
The CPD and RESAs, which have primarily workshop-based programming, should be
required to provide more intensive, ongoing professional development with cohorts of
educators. It should be noted that the CPD and the RESAs have initiated follow-up activities and on-site coaching for some of their programming. Support for district professional development by the RESAs should move away from the traditional training model to one
of more site-based consultation to allow for more opportunity to address site-specific
needs. The RESAs could play a key role in helping schools establish and support learning
communities.
Currently, the CPD has the responsibility to convene the entities involved in professional
development, but it does not have the authority to hold providers accountable for results.
The current planning process at the state level does not require a determination of priorities for given providers; assign them responsibility for learning areas; or require them to
target districts that are most in need of professional development support. A new role for
the CPD could be to provide oversight for the use and accountability of providers.
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• • • • •
For West Virginia to gain real momentum in addressing the professional learning needs of
its educators, state-level decisions must be made about provider services, their missions,
oversight, and accountability as part of an overall systemic approach. In such a systemic
approach, providers could be targeted to provide services in given subject matter or specialty areas and in given counties. With limited resources and funding, it will be important
to determine the level of support given to all districts. It may be valuable to target the poorest-performing schools for more intensive professional development from the provider
network.
The NSDC team and many study participants observed that higher education institutions
play a limited role in state-level professional development planning, design, and eval“Too much
professional
development is
still about getting
a good presenter.”
– A Teacher
uation. Some participants noted that the role of universities in supporting teacher
learning is often confined to campus-based coursework. Participants in the study
believed that universities can and should play a larger role in professional development for teachers and school leaders. To that end, higher education needs to
be a real partner in the design, delivery, and evaluation of professional develop-
ment. The professional development school pilots in the state provide good examples
of the kind of technical support and expertise university faculty can bring to professional
learning in school districts.
A Description of the Learning Standard
Current learning theory makes clear that there are common principles of human learning
that apply throughout our lives. While adults may have a clearer idea of what and why they
want to learn than children do, the learning process is very similar. It is,
STANDARD EIGHT
Learning:
Staff development
that improves the
learning of all students
applies knowledge
about human learning
and change.12
therefore, important that professional development mirror as closely as possible the methods that teachers are expected to use with their students. It is
essential that professional development assist educators in moving beyond
comprehension of surface features of a new idea or innovation to a fuller
and more complete understanding of its purposes, critical attributes, and
connection to other learning and approaches. To improve student achievement, adult learning must promote deep understanding of a topic and pro-
vide opportunities for teachers and administrators to practice new skills with feedback on
performance until new skills become automatic and habitual. In the design of professional learning, there must also be an understanding of different learning styles and strengths,
providing for different opportunities for participants to see, hear, and do various actions in
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relation to the content. Planners of professional development must also pay attention to
and appreciate the feelings individuals have about making significant changes in practice
as well as consider the life stages of participants that may affect their interests and availability for new learning.
Commentary on Learning
State leaders, the department of education, the CPD, and universities all spoke of the
importance of school-based support, learning communities, and something as simple as
professional development follow-up. However, they made excuses for why they had not
made the necessary changes to current professional development programs and practices.
Initiatives such as West Virginia Achieves, a top-down training delivery model for district
senior staff, dominate the state approach. While recognizing the necessity of follow-up and
support, the state department laments the lack of resources to deliver the kinds of support
it recognizes as necessary to ensure successful implementation and institutionalization of
the change agenda. In the absence of effective implementation support and follow-up for
new state professional development programs, much of the state’s efforts will have minimal impact.
On the other hand, the state has made significant progress in the area of new
teacher and administrator induction. New teachers and principals need intensive
and ongoing opportunities for support and feedback. West Virginia should be
commended for the efforts it has made and the resources dedicated to mentor
“I like
the summer
institutes because
its teachers
teaching teachers.
It’s about sharing
their strategies
for success.”
– A Teacher
training and induction support for new teachers and principals. Study participants
discussed the value of these induction programs that support practitioner learning in the
critical early years of their careers. Similar strategies could be considered for training and
supporting the growing number of teacher leaders and coaches.
A Description of the Collaboration Standard
Some of the most important forms of professional learning and problem
solving occur in group settings within schools and districts. Organized
groups provide for the social interaction that often deepens learning and
interpersonal support and the synergy so important for solving the complex
problems of teaching and learning. Team learning breaks the isolation so
often described by educators facing teaching and learning challenges.
STANDARD NINE
Collaboration:
Staff development
that improves the
learning of all students
provides educators
with the knowledge
and skills to
collaborate.13
However, educators need to know how to collaborate and understand the
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• • • • •
dynamics of group work. They must understand that teams typically go through stages in
their development as participants get to know one another and become clear about group
purpose and ground rules. Face-to-face collaborative professional learning is a hallmark of
a school culture that assumes collective responsibility for student learning. It is important
to remember that technology can also provide significant opportunities for educators to
collaborate with others who are not part of their learning community.
Commentary on Collaboration
The issue of educator collaboration and how to make it a reality in West Virginia schools
has received the least attention of any of the standards areas reviewed, and yet it is the most
vital for the realization of the new vision of professional learning. The new vision calls for
daily opportunities for school-based learning teams of teachers to work together on the
“business” of teaching including working together to develop teaching strategies, assessing
student work, analyzing student data, and deepening their understanding of the subjects
they teach. It also calls for the use of local experts such as RESAs, universities, or other
providers who can offer on-site consultative support for teams when they need help.
In order to support a shift to the new vision of professional learning, educators would benefit from opportunities to learn about new job-embedded and sustained approaches to
professional learning. These are more effective than the traditional training model in promoting deep understanding of new content. Educators would also benefit from opportunities to learn more about collaborative learning to ensure that efforts to institute this new
practice are successful.
Many districts are investing in teacher leaders and requiring time for professional learning
teams to meet without investing in the training and support specifically designed to ensure
the effectiveness and impact of the time learning teams spend together.
STANDARDS STRAND THREE:
THE CONTEXT OF PROFESSIONAL LEARNING
The three standards that comprise the context standards examine best practice in terms of
the organizational support and structures that need to be in place to promote effective professional development. In order for professional learning to thrive, the overall system in
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which professional development occurs needs embedded learning communities, skilled
leadership, and appropriate resources to support it.
A Description of the Learning Communities Standard
The learning community concept provides a new vision for the organization
and structure of professional learning. Professional learning communities
reflect in practice modern learning theory that identifies the needs of adults
for active, collegial, inquiry-based learning. Learning communities are
teams at the system, school, department or grade level, who come together
with a commitment to school improvement and to learn from and with one
another. Learning communities can be powerful organizational structures
supporting teacher and student learning.
STANDARD TEN
Learning
Communities:
Staff development
that improves the
learning of all students
organizes adults into
learning communities
whose goals are
aligned with those
of the school
and district.14
Commentary on Learning Communities
To shift away from the old paradigm of professional development will require policy makers, school leaders, and teachers to support and learn about new and more productive professional development strategies and practices to support their system and school goals.
Participants in the study embraced the concept of the learning community. Though some
educator participants had been part of a learning community, most did not experience it
as standard practice in the schools and counties in which they worked. Those who had participated in learning communities found them very useful. One teacher commented on
participating in a learning team, “When you have that kind of professional development,
it’s revitalizing.” Educators wanted more time to learn with and from one another. A
resounding theme throughout the focus group of educators was the need for teacher collaboration in support of student achievement.
Most educator participants felt that they did not have the skills they needed to create learning communities. A principal made the observation that, “the nature of teacher preparation is such that it assumes an individual teacher works alone. It is ingrained in us to work
independently. That needs to change for teachers to be able to work in teams.”
Participants in general felt that there needed to be greater clarity and alignment as well as
awareness of professional development goals at the state, county, and school levels. In the
educator focus group, only a few of the participants were aware of the state board goals for
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• • • • •
professional development. Teachers often described themselves as disenfranchised from
the professional learning planning process. They wanted less in the way of professional
development mandates and a more active role in determining, designing, and facilitating
professional development in their schools. In the focus group, educators expressed real
support for the NSDC professional development standards. However, many educators were
reluctant to support a requirement related to the use of professional development standards. There was a fear that new standards would be yet another mandate piled on top of
those that already exist in this area.
Participants in the study felt that state governance, planning, and implementation processes for professional development were fragmented and not necessarily tied to the learning
needs of individual schools. Many felt that there are currently too many committees
throughout the system from the state down to the school level who are all creating uncoordinated professional development and school improvement plans. One participant said,
“We have problems of alignment. Too many committees are creating too many plans that
are only loosely connected to state goals. They also always appear to begin with teacher
needs rather than student data.”
District staff wanted their voices heard in state-level decisions about professional development. Many district staff said that mechanisms need to be in place to ensure input from
district staff on state professional development goals and policies, appropriate resource
allocation to counties and schools, the effectiveness of provider offerings, and the assessment of professional learning initiatives.
Many participants in the study spoke of the need for better coordination of the various
bodies that oversee and provide professional development for teachers and administrators.
While stronger links and better communication among responsible agencies and providers
is vital, coordination alone cannot ensure that educators are receiving high-quality professional development with the kind of support and follow-up needed for success.
A valuable professional development framework tool was included as part of last year’s
Master Plan for Professional Development. This framework, based on the Wallace
Foundation Throughline Model, provides a useful process tool for writing professional
development goals. It requires evidence of professional development impact through the
classroom level. There is a need for this kind of systems thinking throughout the state.
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Such professional development planning calls for an examination of the goals for and
results sought at all levels of the system. Such a results-oriented approach could provide
clear direction for providers as well as district staff.
There is currently little in the way of direction or expectations for professional development providers about the nature, design, or focus of the professional development they
offer. While staff at the RESAs and the CPD were enthusiastic about the new vision of professional development, there was little evidence that actions were being taken to shift away
from traditional training and delivery models for professional development. To move away
from less effective forms of professional development, providers need to be required to utilize proven, research-based approaches and to function in ways that support the new vision
of job-embedded, team-based learning.
A Description of the Leadership Standard
Current research on high-performing schools reveals the instrumental role
of school leaders in school improvement. A growing body of research indicates that school leaders truly matter. The national Interstate School Leader
Licensure Consortium Standards (ISLLC) adopted or adapted by over 30
states to guide school leader development policy, identify teaching and
learning as the key work of school leaders. Roland Barth comments, “There
is a need for cohorts of principals who know how to rigorously and coura-
STANDARD ELEVEN
Leadership:
Staff development
that improves the
learning of all students
requires skillful school
and district leaders
who guide continuous
instructional
improvement.15
geously craft school experiences so they all yield improved learning for
adults and students alike.”16 The new vision of principals and district administrators is as
educational leaders who create the policies and structures that support continuous learning. However, school leaders, like teachers, will in many cases need to gain new knowledge
and skills to be educational leaders. There is a new urgency for school leaders that can provide clear direction for adult and student learning and create learning communities that
share in the responsibility of continuous improvement.
Commentary on Leadership
Participants generally saw school leaders as the key levers of change for meaningful professional development and the creation of new school-based professional
learning opportunities. With the increased emphasis on accountability for student progress, principals are expected to be educational leaders with a primary
“Leadership
teams can leverage
change. It can’t
happen without
that.”
– A Principal
focus on and expertise about effective teaching and learning. Teacher participants
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generally noted that quality professional learning only happened in schools with strong
leadership. One teacher commented, “It all depends on the county and school you are in.
Some principals really care about professional development, but as a teacher that is not
something you can control. Principals need to support teachers learning new skills.”
Participants talked enthusiastically about vertical teams they participated in where school
administrators and teachers were part of professional learning teams. Participants commented in particular about some powerful opportunities for shared leadership and learning such as working together on developing the state learning standards, the state strategic
planning initiative, the state math initiative, and professional development school projects.
Many participants said learning to structure quality professional development needs to
play a larger role in the preparation of school leaders.
Some of the school leaders commented that they had not always been prepared in their
school leader preparations programs to design and orchestrate new learning environments
and communities. Many participants regretted the loss of the former Principals’ Academy
where all school leaders had access to professional development. The current academy provides training and support for novice principals and principals of low-performing schools.
There was agreement among participants that there is a need to provide additional support
for current leaders, emerging leaders, and teacher leaders. If principals are going to be
expected to provide high-quality professional development opportunities and create successful learning communities within schools, they need significant opportunities to learn
about new strategies for school-based professional learning.
Study participants spoke enthusiastically about the State Leadership Initiative being undertaken through the SREB. The initiative allows district and school teams to take part in rich
professional development that is relevant to district and school administrators’ new roles
as educational leaders. These professional learning opportunities provide team learning
around current leadership concerns and school improvement issues.
Description of the Resources Standard
Richard Elmore, speaking about the role of professional development in school improvement, said, “I don’t think policy makers at the state and local level have any conception of
the investment in professional development that’s going to be required to pull this off.”18
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Too often in the past, professional development was the first budget item to
STANDARD TWELVE
go when states and school districts faced financial constraints. Professional
Resources:
development must be seen as an essential long-term investment enabling the
Staff development
that improves the
learning of all
students requires
resources to
support adult
learning and
collaboration.17
state and the county districts to reach their goals. NSDC resolutions recommend allocating 10 percent of a district’s overall budget to staff development
and 25 percent of teacher time to staff development. Time and money are
both critical resources needed to support learning teams as well as outside
sources of knowledge and skills such as consultants, teacher coaches, and
conferences.
Commentary on Resources
Time and money were on the minds of most study participants. Many saw a lack of both
as key barriers to school-based learning and improved professional development.
Participants generally agreed that a unified plan with clear priorities is needed to establish
funding priorities. State level policy makers and district leaders alike saw the need to
get a handle on funding for professional development. They also expressed a desire
to place the funding where it could do the most good. Many participants suggested that the distribution of funds across many organizations led to rivalry for
funding and a lack of cooperation among providers. Some also contended that
funding for districts was inadequate to create the new vision of school-based
learning communities.
“There are ways
to bank time…
for professional
development. At first
my teachers resisted
this; they were skeptical.
Now that we have been
working in teams on a
regular basis during
the school day, they
are really enthusiastic.
It is really working.”
– A Principal
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C ASE S TUDIES
Texas
Texas teachers must take 150 hours of professional development for relicensure. Teacher
relicensure is currently overseen by the State Board for Educator Certification, a board of
educators who have oversight of teacher professional standards, teacher certification, and
relicensure. The teacher relicensure requirement is not tied to the teacher evaluation system. However, teachers are encouraged to use the results of their appraisals in the selection
of the professional development they do for relicensure. Teachers must base their professional development on the teacher standards. The Texas Professional Development and
Appraisal System for teacher evaluation, which appraises teacher performance based on
domains of performance including student results, supports teacher improvement through
professional development. A key goal of this system is to assure that teachers have the
opportunity for professional development to support identified learning needs.
While there are no state-level professional development standards, all school districts are
required to adopt professional development standards to guide local district professional
development programs. Many school districts have adopted or adapted the National Staff
Development Standards. Texas has a school, site-based approach to professional development planning. Districts receive funding for professional development through a variety of
state and federal grants. Professional development is a key element for most of these grants.
There are 20 regional educational centers that provide professional development and technical assistance for districts in their regions. Higher education institutions also play a key
role in professional development for teachers, providing critical content-based professional development. Higher education has been an important partner in state initiatives, providing professional development modules and online training, particularly in the areas of
math, science, and technology.
Texas has an online professional development provider system that provides a variety of
information on the professional development offerings of external providers. All professional development providers must register and be approved in order to provide professional development for teachers’ relicensure.
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North Carolina
North Carolina teachers, as a condition of relicensure, are required to gain 15 continuing
education units (CEUs) every five years, equating to 150 hours of professional development. Each teacher has a professional growth plan that must be aligned with the statemandated school improvement plan of his or her school. The teacher professional development requirement is not tied to evaluation, but in some cases there are local requirements for specific areas of professional development, such as technology and reading.
Districts must schedule for five days of professional development every year.
North Carolina funds professional development through a variety of state, federal, local,
and private resources. Currently North Carolina spends over 65 million dollars a year on
professional development. Efforts are planned to do a comprehensive study of state and
district level spending on professional development to enhance efforts to tie teacher-learning opportunities to key state priorities for student learning. State funding provides targeted funds for professional development in specialty areas as well as formula-driven district
funds.
North Carolina has recently adopted professional development standards that are aligned
with the NSDC professional development standards. There are a variety of tools and
resources regarding professional development and the new standards on the North
Carolina Department of Public Instruction website. The new standards were developed as
a result of a state-level professional development initiative begun in 2003 and overseen by
the Governor’s Education Cabinet. The initiative’s Proposal for Action calls for a number
of other key reform initiatives over the next several years to enhance professional development for teachers and to assure that professional development offered by districts and
external providers supports improved teaching and learning. These include the development of a professional development on-line resource center, an analysis of professional
development funding, the creation of a state-wide data collection and evaluation system
for professional development, and a review and analysis of state and district professional
development programs and experiences.
The North Carolina Professional Standards Commission will oversee the development of
an online resource center for professional development. The resource center will serve as a
clearinghouse of professional development opportunities and providers and will require
providers to demonstrate alignment of offerings with the North Carolina professional
development standards.
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Schools must include a professional development component in their overall school
improvement plans. District administrators make most of the decisions regarding district
and school-based professional development programs. State-level guidance materials for
districts, developed by the North Carolina DPI, review and recommend new standardsbased approaches to professional development including coaching, study groups, and
observation. Local districts regularly partner with key providers of professional development, including regional education service alliances, the department of public instruction
and University of North Carolina (UNC) Center for School Leadership.
The UNC Center for School Leadership is a key provider in the state. It is an umbrella
organization with a number of professional development programs for teachers and
administrators. These include subject-specific networks, school leader opportunities, and
residential summer programs for teachers in content areas.
North Carolina has over 8,000 National Board for Professional Teaching Standards certified teachers. The state provides financial incentives for teacher participation in the program. Many local districts also provide recognition and additional resources for National
Board teachers.
Ohio
Ohio teachers must complete 18 continuing education units (CEUs) or take six semester
credits from an institution of higher education every five years to renew their teacher
licenses. Since 1998, Local Professional Development Committees (LPDCs), comprised of
teachers and school administrators, have been responsible for the relicensure process previously handled at the state level by the Ohio Department of Education.
The LPDC’s facilitate and monitor the teacher relicensure process. Each teacher is required
to develop an individual professional development plan that is aligned with the school district’s Continuous Improvement Plan (CIP) and reflects the needs of their school and students. The CIP process requires districts to utilize professional development as part of their
accountability and improvement measures. In 1998, the state began to require that districts
align teacher professional development to the CIP process to help ensure that teacher relicensure supported school improvement efforts. As part of the relicensure process, the
LPDC reviews and approves individual teacher professional development plans and
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ensures that all teacher professional development plans are aligned with the district’s CIP
and state professional licensure standards. The LPDCs also provide guidance and direction
for school and district professional development, advocating for new forms of job-embedded professional development.
Ohio makes use of a variety of providers for professional development at the state, regional, and district level. There are12 regional professional development centers that offer professional development for teachers and school administrators. Other educational service
centers also provide professional development and technical assistance to districts, particularly in the area of special education. Currently 13 universities are funded by the state to
provide course work and other professional development opportunities specifically for
special education teachers seeking to gain the highly-qualified teacher status required by
the No Child Left Behind legislation. Many Ohio schools districts make use of university
faculty for consultative services and some of the larger urban districts are part of higher
educational professional development school networks.
In 2001, a study of professional development in Ohio and its funding was done by the
Legislative Office of Educational Oversight . The study identified 30 different state funding
sources for professional development, with a total of about 40 million dollars dedicated to
educator professional development. Many of these funds are targeted for specific programs
and mandates. All school districts receive a professional development block grant of $75
per teacher. The block grant provides funding to support the LPDCs, literacy training, and
all other professional development programming.
The state provides funding support for teachers undertaking National Board for
Professional Teaching Standards certification. Funds are provided for the certification
process fees and professional development opportunities offered by universities and other
entities during the certification process.
In 2004, a state Professional Standards Board for Educators was appointed. The board will
play a key role in relicensure and other teacher quality policy issues. The board is currently developing three sets of standards, including teacher, school leader, and professional
development standards. Ohio is currently developing new student learning standards and
is aware of the key role of professional development in helping its teachers gain the new
knowledge and skills needed to help students meet those standards.
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Alabama
Alabama teachers must take 50 hours of professional development every five years for relicensure. Teachers develop an individual professional development plan as part of
Alabama’s standards-based evaluation process. Teachers develop their professional development plans in collaboration with their supervisors utilizing frameworks that stress
research-based, content-based professional development. Professional development modules of the Teacher Evaluation Guide provide detailed information about and examples of
high-quality professional development. The modules recommend research-based practices
for professional development and guide teachers through the steps involved in the creation
of their professional development plans. Additionally, professional development guidelines specify that teachers must align their plans with their school improvement plans and
take professional development within the teacher standards’ areas identified in their evaluation.
The Alabama State Board of Education adopted the NSDC professional development standards in 2000. These standards also form the basis of district planning for professional
development. School districts receive $90 per teacher in dedicated state aid for professional development. However, the state funds a number of specific professional development
initiatives such as the Alabama Reading Initiative. A key emphasis of this 40 million dollar
initiative has been professional development in reading for elementary teachers. The initiative provides intensive, school-based professional development and supports a reading
coach in every elementary school.
Alabama has made private and public partnerships a key aspect of its professional development system. A+, a nonprofit organization, has played a key role in coordinating and
developing partnerships in support of quality teaching, school improvement, and professional development. Based on the recommendations of a taskforce on teaching and student achievement, the Best Practices Center was established by A+ in 1999 as a public/private partnership focused on improving student achievement. The Bell South Foundation
and a legislative appropriation originally funded the center. Recently, the center has formed
new partnerships with Wachovia and Microsoft to support teacher quality, professional
development, and school improvement reforms. The Best Practices Center has created a
network of 170 schools that work together across a number of initiatives to institute new
professional development practices in schools. This network of schools has been involved
in the Powerful Conversations Initiative that promotes schools’ efforts to institute professional development practices aligned with the NSDC professional development standards.
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The Center works closely with the state’s university-based regional educational services
Centers on professional development efforts for the state reading initiative and other professional development in support of improved student achievement. The center is also currently supporting the efforts of the state’s Math, Science, and Technology Education
Initiative to support standards-based professional development in these key areas. The center recently received funding from Microsoft to support professional networking and professional development best practice with technology-based tools. The Center’s new partnership with Wachovia will support the implementation of a strong coaching model, developed by NSDC, for teachers in content-specific areas of instruction.
New Jersey
In 2000, The New Jersey State Board of Education adopted regulations for a statewide system of professional development for teachers. The regulations call for all teachers to have
100 hours of professional development every five years. Each teacher must develop a professional development plan as part of the teacher evaluation process. Teachers participate
in professional development based on their professional improvement plan developed as
part of this teacher evaluation process.
The regulations call for a professional development governance structure at the state, county, and district levels. At the state level, a New Jersey Professional Teaching Standards Board
(NJPTSB), comprised of teachers, administrators, and other key education stakeholders,
was appointed in 2000 to advise the commissioner on issues related to professional development. The NJPTSB created professional development standards, aligned with the NSDC
professional development standards, that serve as the basis for the development and
approval of district professional development plans. Currently, the NJPTSB is working with
NSDC to create a professional development toolkit to support the use of professional
learning communities at the district and school levels.
School districts must create comprehensive district professional development plans on a
yearly basis. A district level professional development committee comprised of teachers
and administrators creates the plans. The plan framework specifies that the plan must
include a professional development vision, a needs assessment, professional development
goals that are tied to district needs, and an evaluation process. The professional development plans are reviewed and approved annually by a county-level professional development board comprised of educators, school board members, and higher education representatives. The boards use an approval rubric, based on the professional development standards, for review of the plans.
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• • • • •
The New Jersey State Board of Education requires that the initiative be evaluated each year.
An evaluation of the professional development system performed by Rutgers University in
2004 revealed that most teachers were on track to gain the 100 hours required. The evaluation also showed that most of the professional development in which teachers participated was primarily workshop-based. However, there were an increasing number of collaborative and team-based professional development opportunities being offered in districts.
A task force on quality teaching and learning is currently developing recommendations
regarding a number of teacher quality issues including professional development. The task
force is examining ways to ensure effective professional development tied to student learning needs, peer assistance for struggling teachers, and opportunities for teachers to serve in
leadership roles at the state and district levels. A final report from the task force will be
presented to the commissioner and the state board of education in October 2005.
The department of education has three regional service centers across the state that provide professional development and technical assistance for school districts. Efforts are currently underway to increase and enhance the professional development offerings of these
centers. In the past year, the department has also utilized teams of educators to provide indistrict targeted technical assistance and professional development for low-performing
schools. Over the past several years, the department has also worked with districts on literacy training utilizing a cadre of reading coaches who work with teachers in districts across
the state.
A department online virtual academy offers a variety of online professional development
opportunities directly tied to the student learning standards and frameworks. The online
system also acts as a resource center providing information about professional development opportunities and research. As part of that virtual academy, there is an online
provider system that provides a registry of available professional development providers by
subject area and region for district use.
The major way the state provides funds to school districts for professional development is
through its formula for state aid to school districts. There are also a number of targeted
areas of state-funded professional development such as teacher mentoring, literacy, and
technology. Through federal and private funding, many districts also take part in university partnerships for professional development. Most of the state funded higher education
institutions have networks of professional development schools. In these schools, university faculty, working with school district staff, offer professional development for student
teachers as well as provisional and veteran teachers. The New Jersey Education Association
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(NJEA) is also a major professional development provider and has worked closely with the
department of education on the implementation of the professional development initiative
for teachers. . NJEA offers a year-long schedule of professional development opportunities
and offers a major three-day professional development convention each year.
R ECOMMENDATIONS FOR ACTION
Recommendation Area One:
Make Student Learning Needs the Focus of Professional Development
Many teachers reported that only a small percentage of the professional development in
which they participated was focused on the content they teach and the needs of their students. In order to help students achieve the new learning standards, teachers need contentrich professional development and subject-specific pedagogy. Many teachers have not
gained through their preparation programs the learning strategies, data analysis skills, and
assessment strategies needed to support student acquisition of new and rigorous student
learning standards. The teacher quality provisions of NCLB make strong content preparation a key element of highly-qualified teachers and teaching. Professional development
planning must begin with an assessment of student needs in relation to state goals and then
teacher content and pedagogical needs associated with student needs. This is an area where
the CPD and higher education can play significant roles in ensuring all teachers are prepared and supported in assisting students to meet their goals.
Specifically, stakeholders in the West Virginia professional development system should
consider the following actions:
1. Ensure the accessibility and utility of student achievement data at all levels in the
system to assist professional development planning at the team, school, system,
regional, and state levels.
2. Develop subject-based networks for teachers to convene as learning communities.
Significant research has shown the benefits of such learning models.
3. Consider using the CPD and/or higher education institutions to coordinate and
offer “content” academies tied to the student learning standards to ensure a highlyqualified teaching force for West Virginia students.
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• • • • •
4. Ask that the P-16 State Council work with the state-level professional development
advisory group to forge tighter links with higher education to provide for improved
professional learning.
5. Make teacher competence in cultural understanding and teaching diverse learners a
priority. The report, Student Voices: West Virginia Students Speak Out About the
Achievement Gap, compels educators to strengthen knowledge and skills necessary
to teach diverse populations of students. The state could pilot several professional
development programs and study their effectiveness before crafting a state-level
professional development strategy to address these issues.
Recommendation Area Two:
Increase the Effectiveness of Professional Development
Effective professional development relies on the successful implementation of process standards, most importantly the strategic use of data; of proven, research-based programs and
strategies; and ongoing evaluation of professional development at all levels of the state professional development system.
Currently, student and school-based data play a minor role in planning at the state, district,
and school level. The new strategic planning system is a significant move in the right
“We need
a rubric by
which to determine
good professional
development.”
– A Principal
direction and will assist in expanding the use of data-based decision making by
placing relevant data at the fingertips of school administrators. Professional
development providers have responded in theory to the requirements of state
statutes, codes, and policies. If the desire of the state is to establish a tighter link
between professional development, educator practice, and student learning, then
such expectations must be clarified where appropriate to ensure compliance.
Specifically, stakeholders in the West Virginia professional development system should
consider the following actions:
1. Ensure educators are prepared to effectively use student data and assessment for
learning strategies to determine professional development priorities. Policy makers,
professional development planners and providers, school district administrators
and teachers need to learn to use data to support decisions related to educational
improvement and student achievement. State-level providers including the state
department, CPD, higher education authorities, and RESAs could play an instru42
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mental role in providing coordination, training, and site-based support in the
effective use of data to support student and educator learning.
2. Conduct an evaluation of the state’s professional development investment. An
evaluation tied specifically to resources and results will allow state leaders to
identify those investments that have produced the most significant results and
areas where resources could have been better utilized.
3. Require that all staff development providers submit quality evaluations of their
professional development initiatives. The CPD, in collaboration with higher
education and RESAs, could take the lead in the development of tools and resources
to help providers meet this requirement. Florida and Missouri could serve as
models for district-based evaluation efforts.
4. Ensure that professional development programs and services are results driven,
standards based, and team focused. Currently, much of the professional development in the state is based on a traditional training model approach that does not
provide for the kind of in-depth, job-embedded learning requested by teachers and
administrators. Assistance, in shifting the training paradigm to professional
development strategies that align with standards and produce the intended results
sought by schools and districts, can be provided to key staff development providers.
5. Establish a system for making available research-based professional development
programs to assist schools in addressing priorities. Garner resources and expertise
of higher education to facilitate action research and other forms of research to
validate programs in the schools. Use the research as the basis for decisions related
to policy making, district planning, and school improvement. In addition, collaboration with organizations that develop programs based on current research is
important. The West Virginia partnership with SREB in the West Virginia State
School Leadership Initiative is an example of such a fruitful partnership.
6. Create an awards program to recognize and reward school systems that
successfully demonstrate alignment of their professional development programs
with staff development standards and improved results for students. Use these
schools as sources of support and learning for other schools.
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• • • • •
Recommendation Area Three:
Reinvent the State Governance Structure and Systemic Plan
for the Professional Development of Educators
The state professional development system needs to be aligned with the overall state education reform agenda. State professional development goals must also be clearly tied to
overall state school improvement and accountability processes. Professional development
can be one of the most valuable school improvement strategies, but it has to be planned in
conjunction with overall state reform efforts. The new five-year state strategic planning system offers a valuable opportunity for the integration of professional development goals
into overall school improvement efforts.
Currently in West Virginia over a dozen entities have varying levels and kinds of responsibilities for planning and implementing professional development programs. This has led to
a fragmented approach to professional development programming and delivery with limited expectations or accountability for results. The study found that the various sectors of
the public education system responsible for professional development operate from a compliance mode as opposed to a true collaborative view. As a result mandates are addressed,
tasks completed, and expectations met rather than exceeded. The lack of an overall vision
with clear roles and responsibilities for all stakeholders is serving as a barrier in achieving
high-quality learning for educators and students.
The governance structure of the West Virginia professional development system is too diffuse to assure that the entities responsible for professional development are working in a
synchronized way to meet state goals for professional development. The professional development system needs to be driven by an agreed upon professional development definition,
vision, and standards that guide the development, implementation, and evaluation of all
professional learning for educators in the state.
While the state has begun to seek greater alignment of programming and collaboration
among professional development providers, there is little evidence that these entities can
articulate how their responsibilities tie to the state professional development goals. The
current State Board Master Plan does not offer an adequate theory of action for achieving
the state goals. The plan lacks a theory of change or logic model to support its assumptions
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and actions. One participant of the study described West Virginia’s professional development providers as “existing in their own orbits with little awareness of each other’s offerings.” Such a system leads to duplication of effort and a lack of a clear mission for professional development providers.
In the last three years, the focus of the state board goals for professional development has
become more appropriately centered on the student learning standards. Previously, these
goals dealt with an array of professional development goals that were not always clearly
focused on issues of student achievement. If West Virginia seeks improved student achievement, the system must be clearly focused on educator professional development to meet
teacher and student learning needs. Professional development must help educators gain the
knowledge and skills needed to help all students learn at high levels.
Currently, the West Virginia state board goals only address the content of professional
development. They do not deal specifically with professional development design, delivery, evaluation, or the contexts for learning that is so important in ensuring the support
and leadership needed for success. The NSDC standards for staff development make clear
that professional development content must be supported by a thoughtful design process
as well as organizational contexts that support adult learning. In fact, the most recently
proposed state board goals (2005-6) are limited to mathematics. While it is useful for states
to prioritize professional development goals based on student achievement, a state level
professional development plan needs to be comprehensive and address the broad spectrum
of learning needs of teachers and administrators.
Specifically, stakeholders in the West Virginia professional development system should
consider the following actions:
1. Reassess the governance and operational structures needed to enhance the
professional development system. The governance structure needs to ensure that
goals are aligned throughout the system and that results at all levels are used to
evaluate the impact of each initiative. Review the Independent Policy Audit for
further direction on this issue. (See Appendix 5: Independent Policy Audit)
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• • • • •
2. Adopt professional development standards as the foundation of the West Virginia
professional development system. These standards will guide professional development planning, implementation, and evaluation as it occurs at all levels of the
system. The standards will support the development of a comprehensive and
aligned system of professional learning.
3. Support the development of a comprehensive, results-oriented vision, goal, and
plan for the state’s professional development system that:
• Is developed by a task force of policy makers and key stakeholders representing
the state board, department of education, higher education, CPD, teachers’
organizations, RESAs, school leaders, and teachers;
• Is based on the needs of teachers in supporting improved student achievement as
indicated through multiple sources of student data;
• Endorses the vision of professional development as defined by NCLB and NSDC;
• Is grounded in an agreed upon definition of and standards for professional
development;
• Is available, during its development phase, to the public for comment and input;
• Is clear about roles and lines of responsibilities throughout the system to ensure
that leadership, resources, expertise, and providers at all levels are focused on the
achievement of the system’s priorities;
• Prioritizes goals for professional development and serve the counties with the
greatest needs first;
• Establishes a clear cycle for program design, evaluation, review, and assessment at
the state and county level;
• Utilizes its governance structure to monitor plan implementation, evaluation, and
results at all levels of the system;
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• Focuses on contributions of roles and responsibilities as opposed to tasks
and events; and
• Takes a systemic view of improvement for the state.
4. Streamline the current planning requirements of individuals, schools, districts,
regional service centers, and other state-level bodies. Limit requirements to comprehensive district and school plans that embed professional development aligned with
state-adopted professional development standards. Consider application of the new
five year strategic planning system in meeting this requirement. Consider the
support and tools that schools will need to support this new expectation and
who is best positioned to assist them in meeting it.
County committees should plan for districtwide and school-based professional
development based on state and county priorities for school improvement, using
relevant student performance and program evaluation data. The planning entities
need to be aligned through strong communication and accountability links to
ensure that they are all working toward the same goals. These communities of
learning teams can provide the leadership needed to implement changes across
the system in a coordinated fashion.
5. Streamline other county and state planning mechanisms. Currently, West Virginia
has many advisory bodies with similar and sometimes overlapping functions. These
include a West Virginia Commission for Professional Standards (WVCPS); a
Professional Teaching Standards Board; a West Virginia Advisory Council on P-16
Education; an advisory board for the CPD; county professional development
councils; county school improvement councils; county services personnel
staff development councils; and public school faculty senates.
Many participants described the unwieldiness of the current approaches to
professional development and school improvement planning at the state, county,
and school levels. Consideration should be given to consolidation of some of these
bodies at all levels of the system. Such a change could help to promote a clear focus
on systemic school improvement and student achievement.
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6. Reexamine the roles, responsibilities, and reporting structures for all state-funded
professional development entities. While all organizations serve important professional development functions, the state may benefit from establishing a more
deliberate role for the CPD and higher education. The process may begin by asking
what are these entities positioned to do that can not be done by any other West
Virginia provider? While all external providers can position themselves to market
services to school systems as well as the state department, there are services that
could potentially be provided by these organizations that are not currently
addressed by the state-funded system of education. Considering how these organizations leverage their positions and resources to advance high-quality learning for
all staff and students is key to the design of an effective, systemic plan for West
Virginia. Examples of such roles are highlighted in some of the state case studies.
7. Structure more committees as learning communities. All advisory councils would
benefit from modeling the practices advocated for teachers and principals in
schools. Learning communities serve businesses well and can also effectively serve
all educational bodies in the state.
Recommendation Area Four:
Create a Professional Standards-Based System for the Continuum
of Educator Preparation, Licensure, Relicensure, and Development
All parts of educator preparation, licensure, relicensure, and professional development
should be aligned, share goals, and derive from the same standards of performance.
Limited state structures support an aligned system of preparation and development.
Professional standards provide a clear definition of the expectations for educator performance that should drive the preparation, licensure, relicensure, and development of teachers
and school leaders. The preparation and development of teachers are enhanced when they
are based upon standards for what teachers need to know and be able to do.
Participants were largely unaware of the existence of the West Virginia Teacher Standards
established by the WVCPS for use in the approval of teacher preparation programs. Teacher
standards can provide a guide for the knowledge and skills teachers need not just in their
preparation but throughout their careers. Many states are currently using educator standards at a number of key leverage points across the continuum of practice. Professional
standards have many uses and can play a key role in the development of educators. Aside
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• • • • •
from preparation, professional standards can inform the induction process, form the basis
of assessment for licensure and educator evaluation, and provide a tool for use in professional development programming and planning.
In addition, relicensure is a key state-level professional development strategy and should be
integrated into a seamless development process for teachers and aligned to the overall state
system of professional development. In order to provide clear focus and direction for
teacher development, there needs to be a cohesive approach to all of the professional development in which teachers participate.
The current relicensure requirement mandates that teachers take six credits at a higher
education institution to renew their license. Few connections are made between this
requirement and results expected from the investment. There are several viable options for
leveraging this area. The specifications of a teachers’ relicensure plans could be developed
collaboratively with a teacher’s supervisor, as in New Jersey. Additionally, teacher’s relicensure plan could be reviewed and approved locally by a district-based committee of administrators and teachers, as in Ohio. Cutting-edge thinking is guiding some states to move
away from an input model of hours collected for relicensure to a requirement that teachers develop professional development plans or portfolios that focus on results and provide
evidence of the impact of new learning on practice. This performance-based approach also
opens up the possibility of linking teacher compensation to performance.
Specifically, stakeholders in the West Virginia professional development system should
consider the following actions:
1. Embrace a standards-based approach to the development, licensure, and relicensure of educators. Review current standards and strategies for leveraging the application of teaching standards. Consider aligning standards
more closely with national models such as those of the National Board for
Professional Teaching Standards (NBPTS) and The Interstate New
Teacher Assessment Consortium (INTASC) standards that are currently
“There
is a systemic
long-term
approach needed
to the recruitment,
selection and
support of
principals.”
embedded in the National Commission for Accountability in Teacher
– A Principal
Education (NCATE) accreditation process. The WVCPS could be charged with
developing recommendations for the use of professional standards across the
continuum of practice.
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• • • • •
2. Leverage school leader standards to promote a vision of district and school
administrators as educational leaders. Over 30 states, including West Virginia, have
adopted leadership standards. The Interstate Leadership Licensure Consortium
(ISLLC) standards focus on the role of the school administrator in teaching and
learning as well as the knowledge and skills needed by today’s school leaders.
Teacher and administrator study participants spoke often of the vital role of school
leaders in school culture. School leaders need a focus on the knowledge and skills of
educational leadership in their preparation and development as leaders if they are
to support the organizational changes required to lead schools as learning
communities.
3. Reexamine the relicensure and annual professional development requirements.
Consider a philosophy of relicensing teachers according to knowledge and skills as
well as competency in teaching. Create opportunities for teachers to complete the
yearly 18-hour professional development requirement at school sites. Consider
waivers for schools that submit plans for school improvement and professional
development that exceed the 18-hour requirement and align with the new state
vision and standards.
4. Revisit the connections between teacher relicensure, teacher evaluation, and the
improvement planning cycle. Consider limiting requirements for individual plans
to teachers who are new to the profession, new to a school, or require a growth plan.
5. Review results of state and other externally-funded programs addressing
professional development schools plus induction and mentoring programs for new
teachers and new principals. Determine which practices are producing the greatest
benefits and the feasibility of spreading these practices across the state. Practices not
achieving desired results should be discontinued.
Recommendation Area Five:
Allocate Resources for State Priorities
In order for professional development to thrive, West Virginia must be willing to invest the
key resources of time and money. The state needs to have a clear overall picture of existing
professional funding, use of time, and support structures. In West Virginia, as in many
states, there are multiple sources of funding for professional development. In order to
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• • • • •
determine the financial resources available for professional development, it is important
for the state to understand the current professional development spending by state
providers and districts. Few people interviewed felt this information was accessible to decision makers. Also professional development priorities should drive professional development funding.
Educators consistently expressed a desire to increase time for job-embedded professional
development as well as intensive learning experiences. Time is a key resource that must be
carefully scheduled if high-quality professional development is to take place effectively.
Many counties still schedule professional development at times when teachers need to prepare classrooms or student grades. Research is clear that educators need professional development that is sustained and continuous with opportunities for ongoing support and follow-up. As the state embraces a new vision of professional development, new policies and
practices can be written to encourage frequent and regularly scheduled time throughout
the school year for teacher learning.
Specifically, stakeholders in the West Virginia professional development system should
consider the following actions:
1. Study the existing funding formula for professional development in order to
develop a coherent strategy to support professional development. The state and
school districts need a clearer picture of all federal and state funding streams that
support professional development. Such an analysis at the district level is a complex
task when there is not a unified definition of spending categories. However, a
spending audit will provide the data needed for planning and reallocation of funds
based on professional development goals, priorities, and results.
2. Establish a dedicated funding mechanism for district and school-based professional learning to support teacher acquisition of the knowledge and skills needed to
support student learning. Consider the NSDC Standard that calls for 10 percent
of the budget or the national average that approximates 3 percent. A unified
definition of what constitutes professional development expenditures is necessary
in order to implement such a plan in a consistent and effective manner.
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• • • • •
3. Consider reallocating significant funds toward the implementation of a system that
makes school-based learning a prioity. The new vision of professional development
encourages professional development that is integrated into the daily work of the
schools.
4. Revisit the school calendar and teacher workday to increase time for teacher
learning. Begin the conversation with a discussion of the most effective use of the
20 non-student-contact days. Be open to considering all obstacles to using the time
in a more coherent and effective manner (e.g. eliminating required faculty senate
meetings). Redesigned yearly, weekly, and daily calendars could result in more
effective use of this time to support the vision for professional learning communities for all employees. Consider directed funding for training of teacher leaders
interested in piloting embedded professional learning on a weekly and ultimately a
daily basis. Contract for significant research on the impact of such implementation.
Fund the development of alternative school schedules to support the vision.
5. Limit state funding to programs that have proven effectiveness or have reliable plans
for producing quality evaluations. The state should pilot new and promising professional development programs in several counties and study the impact on
student achievement before going statewide with such programming. In this way,
the state can allocate resources to those programs that have proven effectiveness.
6. Study the feasibility of transferring professional development resources to the
school district to support local decision making regarding the purchase of services
from external providers. Allowing districts the authority to make such decisions
could result in external providers considering more carefully the services offered
to districts.
7. Establish criteria that require all state-funded professional development initiatives
to produce budgets that allocate one-half of projected expenses towards the implementation, support, and follow-through phases of the work.
8. Consider prioritizing state funding for professional development to districts and
schools with the greatest needs. Rather than trying to serve all districts and schools,
the state may opt to “go deep” with districts and schools that need the most
assistance.
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• • • • •
C ONCLUSION
There is no doubt, that West Virginia policy makers care a great deal about professional
development. In more than 30 statutes enacted by the state legislature, the phrases “professional development”, “staff development”, or “professional staff development” appear.
This is a powerful indicator of legislators’ commitments to professional development as an
essential component of the state’s education system, both to support those who work in the
public school system and to improve their performance. Educators in many other states
would like their policy makers to demonstrate comparable commitments.
One fact that emerges from a review of West Virginia statutes is that many sectors of the
state’s public education system are deeply involved in charting the course of professional
development. In addition to the state board of education, other entities that are legislatively mandated to address professional development in public schools are the:
n
Department of Education and the Arts - §18A-3-1
n
Center for Professional Development - §18A-3A-1, 2
n
Commission for Professional Standards - § 18A-3B-3
n
State Institutions of Higher Education - §18-2-24
n
Marshall University and West Virginia University - §18B-3-4
n
Community and Technical College Consortia - §18B-3C-4
n
Regional Education Service Agencies - §18-2-26
n
County Boards of Education - §18-5-4
n
County Professional Development Councils - §18-3-8
n
County Service Personnel Staff Development Councils - §18A-3-9
n
Principals - §18A-2-9
n
Public School Faculty Senates - §18-5A-5
These assignments of responsibilities for professional development have evolved
over time, prompted by diverse political circumstances, education interests, and
good faith efforts to strengthen public education. In considering whether West
Virginia’s current governance and operational structure for professional develop-
“We need
to all be pulling
in the same
direction when it
comes to professional
development planning.
That just isn’t
happening.”
ment is the best means to achieve the results the state seeks, it may be useful for
– School
Administrator
policy makers at all levels to consider two fundamental questions. Is the current system producing professional learning that demonstrably increases educator effectiveness?
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• • • • •
If the answer is less than a resounding “Yes!” it suggests a compelling need to reexamine
state statutes and services with a view toward revisions that will produce more powerfully
aligned professional development for local educators.
Policy makers may also want to consider this question: If West Virginia began with the
proverbial “blank sheet of paper” to create a system of professional development specifically for the purpose of enabling students to achieve content standards, how would that system be similar to and different from the current arrangement? This is a difficult question
that calls for incorporating new learning about effective professional development as well
as setting aside institutional allegiances in favor of efficiencies that will produce better
results.
Asking and soberly considering the hard questions above are prerequisites for actions that
will cause the state to meet its ambitious goals for professional development and student
achievement. Because this process must be thoughtful and deliberate, without an expectation of “silver bullet” solutions or a rush to judgment, the Legislative Oversight
Commission on Education Accountability is best positioned to lead the legislature’s consideration of creating a new professional development system for West Virginia.
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• • • • •
C ITED R EFERENCES
1
West Virginia Statute 18A-3-11 is the legislative authorization for the West Virginia
Study of Professional Development.
2
Though professional educator preparation and licensure is outside of the scope of this
study, it is important to examine professional development in the context of the full
continuum of educator practice.
3
4
5
6
7
8
9
10
11
12
13
14
15
16
ESEA Title IX, Section 910k34.
NSDC Staff Development Standards: Revised Edition. (2001). Oxford, OH: NSDC.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Ibid, p. 5.
Barth, R. (1990). Improving schools from within: Teachers, parents and prinicpals
can make a difference. San Francisco: Jossey-Bass.
17
18
NSDC Staff Development Standards: Revised Edition. (2001). Oxford, OH: NSDC.
Elmore, R. (2002, January). Building capacity to enhance learning, Principal
Leadership, p. 42.
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• • • • •
A PPENDICES
1. NSDC Staff Development Standards
2. Status of Standards in Leading NAEP States
3. Contributors to NSDC Staff Development Standards
4. Documents Reviewed with Summary Highlights
5. Independent Policy Audit
6. Interviewees and other Contributors to the Study
7. Focus Group Report
8. Standards Assessment Inventory
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• • • • •
A PPENDIX 1
NSDC S TAFF D EVELOPMENT S TANDARDS
Context Standards
LEARNING COMMUNITIES: Staff development that improves the learning of all students
organizes adults into learning communities whose goals are aligned with those of the
school and district.
LEADERSHIP: Staff development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.
RESOURCES: Staff development that improves the learning of all students requires
resources to support adult learning and collaboration.
Process Standards
DATA-DRIVEN: Staff development that improves the learning of all students uses disaggregated student data to determine adult learning priorities, monitor progress, and help
sustain continuous improvement.
EVALUATION: Staff development that improves the learning of all students uses multiple
sources of information to guide improvement and demonstrate its impact.
RESEARCH-BASED: Staff development that improves the learning of all students prepares
educators to apply research to decision making.
DESIGN: Staff development that improves the learning of all students uses learning
strategies appropriate to the intended goal.
LEARNING: Staff development that improves the learning of all students applies knowledge about human learning and change.
COLLABORATION: Staff development that improves the learning of all students provides
educators with the knowledge and skills to collaborate.
Content
EQUITY: Staff development that improves the learning of all students prepares educators
to understand and appreciate all students, create safe, orderly and supportive learning
environments, and hold high expectations for their academic achievement.
QUALITY TEACHING: Staff development that improves the learning of all students deepens educators’ content knowledge, provides them with research-based instructional
strategies to assist students in meeting rigorous academic standards, and prepares them
to use various types of classroom assessments appropriately.
FAMILY INVOLVEMENT: Staff development that improves the learning of all students provides educators with knowledge and skills to involve families and other stakeholders
appropriately.
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• • • • •
A PPENDIX 2
S TATUS OF S TANDARDS IN L EADING NAEP S TATES
Connecticut
http://www.state.ct.us/sde/dtl/t-a/teacher_admin_eval/pd_overview.htm
Standards for Staff Development: Yes
1. Connecticut Common Core of Teaching (CCT) for teachers
2. Standards for School Leaders (SSL) for administrators
NSDC Standards: Referenced.
Staff Development Policies: Yes
Guidelines:
http://www.csde.state.ct.us/public/der/t-a/teacher_admin_eval/commit.pdf and
_http://www.csde.state.ct.us/public/der/ta/teacher_admin_eval/sch_ldr_guidelines.htm.
Chttp://www.cga.state.ct.us/lco/ (Look up CT Statute 10-145b; 10-151b; 10-220a)
Massachusetts
http://www.doe.mass.edu/pd/
Standards for Staff Development: Massachusetts 2001 State Plan for Professional
Development is similar to standards. It states guidelines and topics similar to standards,
but not individual items called standards.
NSDC Standards: No
Staff Development Policies: The Massachusetts Reform Law of 1993
http://www.doe.mass.edu/edreform/
Massachusetts General Law, Chapter 71
http://www.mass.gov/legis/laws/mgl/gl-71-toc.htm
Minnesota
Standards for Staff Development: Yes
NSDC Standards: Yes
Staff Development Policies:
Minnesota Statutes 2004, 122A.60: Staff Development Program
http://www.revisor.leg.state.mn.us/bin/getpub.php?pubtype=STAT_CHAP_SEC&year=cu
rrent&section=122a.60&image.x=0&image.y=0&image=Get+Sectio
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Vermont
http://www.state.vt.us/educ/new/html/mainprodev.html
Standards for Staff Development: Yes. The VSBPE Standards for Staff Development
NSDC Standards: Referenced in VSBPE Standards.
New Jersey
http://www.state.nj.us/njded/profdev/profstand/
Standards for Staff Development: Yes. NJ Professional Development Standards for
Teachers
NSDC Standards: Referenced.
Staff Development Policies:
NJ Professional Standards for Teachers N.J.A.C. 6A: 9-3.2 to 3.4
Chapter 9: Professional Licensure and Standards
http://www.state.nj.us/njded/code/current/title6a/chap9.pdf#page=7
New Jersey Professional Standards for Teachers and School Leaders
http://www.state.nj.us/njded/profdev/profstand/standards.pdf
Montana
http://www.opi.mt.gov/CSPD/Index.html
Standards for Staff Development: Yes.
NSDC Standards: No
Staff Development Policies: State CSPD Action Plan 2003-2004,
http://www.opi.state.mt.us/PDF/CSPD/STActionPlan0304.pdf
North Dakota
http://www.dpi.state.nd.us/standard/index.shtm
Standards for Staff Development: Yes.
NSDC Standards: Referenced.
Staff Development Policies: North Dakota Standards and Assessment Development
Protocols http://www.dpi.state.nd.us/standard/protocols.pdf
Colorado
http://www.cde.state.co.us/pdssp/
Standards for Staff Development: Yes. The Standards for Continuous School Improvement
http://www.cde.state.co.us/pdssp/schsup_stands.htm
NSDC Standards: Referenced.
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• • • • •
A PPENDIX 3
C ONTRIBUTORS TO
NSDC S TAFF D EVELOPMENT S TANDARDS
Michael Allen
Education Commission of the States
Nancy Ames
National Forum to Accelerate Middle
Grades Reform
Joellen Killion
National Staff Development Council
Kathryn F. Blumsack
Maryland Association of School Boards
Richard Mainzer
Council for Exceptional Children
Cynthia G. Brown
Council of Chief State School Officers
Hayes Mizell
Edna McConnell Clark Foundation
Agnes Crawford
Association for Supervision and
Curriculum Development
Rosie O’Brien Vojtek
Bristol Public Schools
Timothy Crawford
National Education Association
Honor Fede
American Association of School
Administrators
Alice Gill
American Federation of Teachers
Mary Henton
National Middle School Association
Eric Hirsch
National Conference of State Legislatures
Stephanie Hirsh
National Staff Development Council
Shirley Hord
Southwest Education Development
Laboratory
Sharon Horn
U.S. Department of Education
60
Barbara B. Kelley
National Board for Professional Teaching
Standards
Marion J. Payne
Baldwin County Board of Education
Pete Reed
National Association of Secondary School
Principals
Saundra Rowell
Minnesota Department of Children,
Family, and Learning
Patricia Roy
Delaware Professional Development
Center
Marilyn Nagano Schlief
National Education Association
Dennis Sparks
National Staff Development Council
Adria L. Thomas
National School Boards Association
Ann Walker
National Association of Elementary
School Principals
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A PPENDIX 4
D OCUMENTS R EVIEWED
WITH S UMMARY H IGHLIGHTS
LOCAL SCHOOL DISTRICTS
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
Local School District
An agenda item related to professional development
concerned a teacher who was not present to talk about team
building activities she implemented in her class.
Faculty Senate Minutes
February 18, 2003
Local School District
Comments related to professional development were the
completion of a teacher training survey and expectations for
staff development groups presenting next year.
Faculty Senate Minutes
May 16, 2003
REGIONAL SERVICE CENTER
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
RESA V
In reviewing the minutes, the following items were relevant
to professional development:
Content Standards and Objectives training “went okay”
Classroom Walkthrough Training
Each county requested to send plans.
Curriculum Prioritizing and Mapping
Training on Test Made Clarity software
Principals’ Mentor Training
Scheduled at RESA - 6, Friday, Sept. 10
RESA Leadership Series
Series will showcase high performing district, schools, and
teachers in areas of curriculum, instruction, school effectiveness, and student/parent/community relations
Title V
Grant allocated to Staff Development budget. Emphasis will
be the establishment of up to three Study groups. Priority
schools will be given first opportunity. Required training
and attendance at 5 two hour study group sessions.
Regional Staff Development
Council Meeting
Minutes
September 9, 2004
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• • • • •
RESA V
Regional Staff Development
Council Meeting
Minutes
June 11, 2004
RESA V
Regional Staff Development
Council Meeting
Minutes
December, 2004
62
In reviewing the minutes, the following items were
discussed:
Content Standards and Objectives
West Virginia Department of Education Master
Trainers will provide staff development training for
K-12 teachers in the areas of mathematics, reading,
and English language arts, science, and social studies; also
visual arts, music, dance and theatre, driver education,
foreign language, and health and physical education.
RESA V Principals’ Leadership
Two and one-half day conference sponsored by RESA V
September 23-25 (see Minutes September 9, 200)
Informal Math Assessment
Teachers examined questions related to Informal
Assessment, reviewed assessment items by grade level,
reviewed the use of folder for record keeping, reviewed
grade level vocabulary.
Title V
Emphasis of grant will continue to be staff development
initiatives at the building level. The major focus of the 2005
grant will be to support establishment of at least one study
group at a selected school in the region.
Agenda items relevant to professional development were:
Curriculum Prioritizing and Mapping
All counties reported progress on curriculum prioritization.
RESA V Leadership Model
Presenting the second of a Leadership Series to showcase
high performing districts, schools, teachers, parents, and
students in the areas of curriculum, instruction, school
effectiveness, and student/parent/community relations.
ACT Mathematics Assessment
Some disappointment was expressed with the quality of the
initial meeting. County ACT Math teams are to develop an
action plan to be implemented as soon as possible.
RESA Graduate Classes
Plans are underway to offer an on-line graduate class.
Title V
Budget cut 29.1%. Grant’s been allocated to the Staff
Development budget. Emphasis of grant will be the establishment of study groups at selected schools.
West Virginia State Staff Development Plan
The West Virginia Center for Professional Development and
the West Virginia RESA’s cooperatively developed an “overarching system for professional development in West
Virginia.”
Other
Policy 205 substitute Teacher Training is available Online.
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RESA V
Regional Staff Development
Council Meeting
Minutes
March 10, 2005
2004-2005
RESA - 6 Goals and
Objectives
Agenda items relevant to professional development were:
County/School Improvement Teams
RESA V Counties continue to develop 5-Year
Strategic Plans
Curriculum Prioritizing and Mapping
Most counties working to train local teams to refine and
extend the process of prioritizing curriculum
RESA V Leadership Series
Robin Fogarty will present on the curriculum pillar. Three
other sessions are planned to address instruction, school
climate, and external customer requirements for school
systems.
Mathematics - Our Future
Mathematics Leadership Teams have been established in
each county.
Title V
Four selected schools have notified RESA V about their study
group activities. Participants have been asked to complete
an action research professional development project regarding the effectiveness of professional growth activities.
Professional development planning, training, activities,
meeting, etc. for each of the six goals and objectives are listed
in the document.
Accomplishments and
Summary Report
2004-2005
Evidence of Capacity
Building With Hancock,
Brooke, Ohio, Marshall,
and Wetzel Counties which
Support the Pillars of the
High Performing School
System Model
The document provides evidence of actions taken to support
curriculum, instruction, and school effectiveness
(the Pillars of the High Performing School System).
RESA - 6
An overview of the RESA - 6 document includes:
Programs, Initiatives Supported, reports
(e.g. financial, Public Service Training), Professional
Development and Training Sessions, and contact
information
Regional Education Service
Agency VI
At a glance…
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• • • • •
CENTER FOR PROFESIONAL DEVELOPMENT
64
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
West Virginia Center
For Professional
Development
(website)
About Us
Mission and Goals, Board of Directors, Staff
Contact Information
Programs
• Advanced Placement
• Advanced Placement Incentive Grant
• Beginning Teacher/Mentor Institute
• College Education
• Evaluation Leadership Institute
• Governor’s International Summer Institute
• Governor’s Summer Institute
• Principals’ Leadership Academy
Goals, Members’ names, Sessions, SREB
State Academy Leadership Network, Feedback, Graduate
Credit, Schedule, Cost, Links
Calendar
Knowledge
• Advanced Placement Teachers
• Beginning Teachers (basic outline of people, programs,
books, and magazines)
• Ideas that Work (Suggestions for Using Music In the
Classroom)
• Mentor Teachers (A checklist for Mentors)
• Online Evaluation
• PK-16 Teachers (Booklist for Elementary)
• Policy 5310 Presentation (Aug. 2002 power point Revisions to Policy, Teacher Evaluation)
• Principals (Database; credit for session forms)
• Related Links
SREB/HSTW Power point presentation,
Training Workshops for Principals e.g.
Culture, data, curriculum mapping, SIP,
Steps of the SREB model (6), Leading
Assessment and Instruction
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PROFESSIONAL STAFF DEVELOPMENT ADVISORY COUNCIL
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
West Virginia Professional
Staff Development Advisory
Council
Recommendations for 2003-04 Goals and Objectives for
Professional Development Based on Analysis of Needs of
West Virginia Students and Educators were approved by the
State Board. Goals 1 and 2 and revised Goal 6 will be
presented to the State Board at their February meeting.
Members approved the proposed West Virginia Professional
Development Master Plan addressing State Board Goals and
Objectives. An evaluation for the Master Plan was explained
and a request was made for funding.
Minutes
February 13, 2003
West Virginia Professional
Staff Development Advisory
Council
Minutes
October 31, 2003
Reports included an update and discussion of the 2002-03
State Professional Development Plan in preparation for the
2003-04 Plan; an evaluation system for the statewide professional development plan. Members received a copy of the
WV Code 18-21-3 outlining the purpose and functions of
the Professional Staff Development Advisory Council. Other
New Business items involved PK-16 Policy changes affecting
professional development goals, Professional Educator Needs
Analysis, timeline for Report to the State Board on Goal
Development and the 2003-04 State Professional
Development Plan.
West Virginia Professional
West Virginia Goals for Professional Development, West
Development Plan,
Virginia Board of Education Professional Development
June 1, 2004 to May 31, 2005 Goals (4), Shared definitions, Framework for Professional
Development Plan, 2004-05 (role of State, County, School,
Teacher), Framework for Addressing
Collaborative Meeting:
State Professional Develop ment Goals, 2004-05 State Master
WVDE, RESAs, WVCPD
Professional Development Plan Committee Meeting,
February 5, 2004
Collaborative Efforts in Progress, and SREB Instructional
Modules were documents from the meeting.
West Virginia Professional
Development Master
Plan-Collaborative Meeting
March 1, 2004
Draft document for Phase I: The 2004-05 West Virginia
Professional Development Plan, Frame work and
Throughline for Addressing 2004-05 West Virginia
Professional Development Goals were introduced. “Big
ideas” as presented in the Understanding by Design model
will be developed to guide all professional development for
each State Professional Development Goal. Phase II will
include select models and components for instructional
delivery, and instructional modules
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West Virginia Professional
Development Staff
Development Advisory
Council Meeting
November 5, 2004
SREB/WVDE/WVCPD Professional Development for High
School That Work Schools completed the first part in a three
part training session Leadership Module.
A third module focusing on performance descriptors is
being developed to follow up on Modules 1 and 2 (content
standards and objectives)
State Board goals now require working within a county
system to deliver goals. The new plan allows for the State
Collaborative (WVDE, RESA, and WVCPD) to serve as a
single provider. This plan serves as Phase I of the 200-05
West Virginia Professional Development Plan.
STATE DEPARTMENT
DOCUMENT/ITEM
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
Resource Notebook
Creating Effective Schools
West Virginia Department
of Education
Contents: High Yield Practices for Creating Effective
Schools; System Assessment Form for Creating Effective
Schools; Selected Readings; Suggestions for Supporting
School Improvement; Team Meetings; Presenter Handouts;
Overview of Resources for School System Improvement;
Conference Reflection Form
Framework for High
Performing School Systems
2004-2014
2004-2015
“…represents a major initiative to accomplish the
accountability standards of West Virginia Achieves.” The
document includes rationale, framework, mission and goals,
goals one through six, and definitions. A chart identifies
High Yield Strategies Related to Curriculum, Instruction,
School Effectiveness and Student/Parent Support.
Examples of strategies:
Curriculum: Implementation of a teacher support system
for enhancing curriculum quality such as… specific
professional development.
Instruction: Implementation of a teacher instructional
support system that provides time and assistance to teachers
for data analysis, …, reflective practice and professional
growth.
School Effectiveness:
• On-going support and leadership for principals/assistant
principals…
• Professional development for school strategic planning…
• Support for school professional development that is
ongoing, embedded and aligned with the school’s
improvement goals.
West Virginia Department
of Education
West Virginia Achieves
Implementation Model
66
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• • • • •
Curriculum Practices at
High Performing School
Systems
October 2004
West Virginia Department
of Education
Framework for High
Performing School Systems
Accompanies the “Framework for High Performing School
Systems.” The booklet takes one of the four pillars of student
achievement, curriculum, and provides “talking points” for
each High Yield Practice. e.g. High Yield Practice:
Implementation of a Support System for Enhancing the
Quality of Curriculum and Instruction.
Examples are given of practices used in many support
systems such as provision for site-based technical assistance
and modification of professional development
Instructional Practices of
High Performing School
Systems
January 2005
West Virginia Department
of Education
Framework for High
Performing School Systems
Booklet provides “talking points” for the High
Yield Instructional Practices. Professional development
is mentioned in the following High Yield Practices:
• Acceleration of Low Achieving Students
• Nurturing and Supportive Classroom
Environment with High Expectations
• Standards-Based Unit and Lesson Design
• Differentiated Instruction
• Research-Based High Yield Instructional Strategies
• Integration of Writing to Inform, Vocabulary
Development and Reading to Learn
Practices in Creating
Effective Schools from
High Performing School
Systems April 2005
June 2005
West Virginia Department
of Education
Framework for High
Performing Improvement
School Systems
Lists High Yield Practices for Creating Effective
Schools with “talking points.” Professional development
appears in the following High Yield Practices:
• Mission, Beliefs and Goals to Focus Improvement with
Appropriate Top Down/Bottom Up Efforts
• Leadership Development for Principals and Assistant
Principals with Focus on Disbursed Leadership
• Data-Management Systems to Support and Focus School
• Professional Development to Support the Continuous
Improvement Process
• District-Wide School Continuous Improvement Process
• Support for Creating School-Based Learning Communities
• Time for Planning, Collaboration and Problem Solving
Learning Community
Resource Packet
Volume XIV
Differentiated Instruction
West Virginia Department
of Education
Contains selected readings and a process to facilitate
conversations around Differentiated Instruction
Learning Community
Resource Packet
Volume XXIV
Data-Based Systems for
Monitoring Student Success
and Targeting Interventions
The packet is divided into five sections. “The
sections are sequenced to enhance reflection,
conversation, and understanding” on DataBased Systems.
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WEST VIRGINIA COMMISSION FOR PROFESSIONAL TEACHING STANDARDS
DOCUMENT/ITEM
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
West Virginia Commission
For Professional Teaching
Standards
Sections on website:
Composition of Commission
Functions: Develop and recommend to West Virginia Board
of Education a systematic plan for the professional
development of educators. Initial preparation and
continuing professional development are major components.
Mission and Goals:
• To provide every student in West Virginia Public Schools
with educators whose preparation and professional
growth are based on research and best practices…
• To encourage a unified system for professional development from recruitment to retirement that supports
excellence in teaching and learning
Appeal Panels
Business Summary 2002-03
Reviewed and recommended changes to West Virginia Board
of Education Policies 5050, 5100, and 5205
Purpose
State Board established West Virginia Commission For
Professional Teaching Standards
Commission Members 2004-05, 2003-04
Website:
wvde.state.wv.us/wvcpts
Minutes - February 9, 2005
Professional Development Support
Richard Lawrence from the WVDE provided guidance in
developing professional development at the school level.
STATE BOARD OF EDUCATION
68
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
Recommendations for
2005-06 West Virginia Goal
for Professional
Development
November 12, 2004
The document gives a brief overview of 2004-05 West
Virginia Professional Development Plan Phase I and the
effects (e.g. professional development and school improvement are seen as supporting each other by West
Virginia educators; county school systems are moving
toward common state goals). A schematic shows the
Overarching System that includes both the West Virginia
Professional Development Plan and the Framework For
High Performing School Systems followed by assumptions
informing Phase II. The West Virginia Professional
Development Council unanimously approved the recommendations to the State Board that the overarching system
be approved with one professional development goal in
mathematics for 2005-06. The Master Plan developed will
serve as Phase II.
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• • • • •
2004-05 West Virginia
Professional Development
Plan Addressing State Goals
for Professional
Development
Phase I
March 1, 2004
West Virginia Professional
Development Master Plan
Collaborative
The State Professional Development Collaborative will
function as the single provider of professional development.
The Contents of Phase I include the Beliefs, Enduring Idea,
Procedures, and Accountability. Talking Points comprise
the final two plans. The 2004-05 Goals focus on county
systems that will provide school-embedded professional
development.
West Virginia Professional
Development Plan,
June 1, 2004 – May 31, 2005
State Professional
Development Master Plan
Committee Meeting
February 17, 2004
The four goals are followed by the Introduction, Core
Beliefs, Enduring Ideas, Procedures, and Accountability of
the 2004-05 West Virginia Professional Development Plan.
The document also included a Framework for Addressing
State professional development. Goals with a narrative
explanation (Role of the State, County, School, and Teacher)
are part of the Plan.
West Virginia Professional
Development Plan
June 1, 2003 - May 31, 2004
Addressing
West Virginia Board of
Education
Professional Development
Goals for West Virginia
Established January 9, 2003
The document establishes a process for providing
professional development opportunities for educational
leaders to increase student achievement. It is a coordinated
system among RESAs, the Center for Professional
Development, the West Virginia Department of Education,
counties, and schools. Program Alignment, Plan Format,
Education and Cost are included.
West Virginia Board of
Education Goals for
Professional Development
Prepared by West Virginia
Board of Education Select
Committee
January, 2004
This two page document provides background information
for the professional development goals (e.g. the two Board
research characteristics that (e.g. the two Board (e.g. the two
Board and adoption) and the four Goals including the
components of each goal.
Recommendations for
2004-05 West Virginia Goals
and Objectives for
Professional Development
Based on Analysis
of Needs of West Virginia
Students and Educators
October 23, 2003
This study provides an analysis of available dataindicating a
need for initial or continuing educators beginning June 1,
2004 through May 30, 2005. It also includes a review of
research that focuses on specific areas of need. The study was
completed according to WVCode 18-2-23a to provide
recommendations to the State Board on professional
development goals and objectives for West Virginia educators
that will ultimately lead to establishment of a Master Plan
for professional development from June 30, 2004 through
July 1, 2005.
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2003-04 West Virginia
Professional Development
Plan
9 Goals; specific action steps are outlined for the objectives;
Anticipated Results include Participation, Knowledge, Use of
Knowledge, and Impact
Professional Development
Plan for West Virginia
(approved master plan for
June 1, 2002-May 31, 2003)
Approved master plan for professional development
submitted to the Legislative Oversight Commission
following West Virginia
Code 18-2-3a for June 1, 2002 - May 31, 2002. In addition,
the Board stated an expectation of an evaluation plan. The
Professional Development Plan is to implement 8 goals and
objectives determined by the State Board. Goals/objectives
for 1 and 2 were merged. Objectives involve collaboration
between WVDE, The RESA’s, and the Center for Professional
Development (CPD). As defined in Policy 2510 study/action
groups will be established (Goal 3). Goal 8 - establish
Principals’ Leadership Academy (West Virginia Code 18A3-2 and State Board Policy 5500.03).
STATE POLICIES
70
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
Title 126
Legislative Rule
Board of Education
Series 149
County Professional Staff
Development Councils
(5500)
’126-149-1. General.
1.1 Establishes general implementation process
for staff development activities in county
school systems. Three non-instructional
days (18 clock hours) for job-related
training for school personnel
’126-149-2. Purpose.
2.1 Ongoing professional staff development
for all personnel is essential to enhancing
improved teaching and student learning.
Professional staff development should be a
continuous, developmental process based
on staff needs
’126-149-3. County Responsibility.
3.2 Establishes a professional staff development
council
3.3 One tenth of one percent funded to support
professional staff development council
3.4 Encourages counties to seek ways to provide
additional opportunities for staff development above and beyond the minimal 18
hours
126-149-4. Principles of Operation.
’126-149-5. General Implementation Process.
Includes annual evaluation report, membership
of council
’126-149-6. Monitoring.
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Title 126
Legislative Rule
Board of Education
Series 154
West Virginia Commission
For Professional Standards
A ’126-154-1. General.
1.1 Scope. Creates a professional teaching
standards commission to provide guidance
and recommendations on matters of
preparation, licensure, and continuing
development of West Virginia educational
personnel
A’126-154-2. Summary.
Rule outlines purpose, mission, goals,
composition and functions of the West Virginia
Commission for Professional Teaching standards
A’126-154-4. Mission and Goals.
4.1 Continuing development of education
personnel
4.2 Commission goals:
4.2.1. Preparation and professional growth are
based on research and best practices
4.2.2. Teacher retention
4.2.3. Unifed professional development system
from recruitment to retirement
A’126-154-7. Functions of the Commission.
7.1. Develop and recommend to State Board a
systematic plan for professional development;
components include initial
preparation, licensure, and continuing
professional development
Policy
Title 126
Legislative Rule
Board of Education
Series 13
A Process for Improving
Education: Performance
Based Accreditation System
(2320)
’126-13-3. Responsibility.
3.4 Assistance for underachieving school
systems and includes…providing technical
assistance and programmatic; professional
staff development
3.9.5 Determine staff development needs of
schools and school systems to meet the
standards established by the Legislature
and West Virginia Board of Education and
make recommendations to the West
Virginia Board of Education…the Center for
Professional Development, the Regional
Education Service Agencies
3.9.6 Identify exemplary schools and school
systems and best practices that improve
student, school, and school system performance
and make recommendations to
the West Virginia Board of Education
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’126-13-16.Capacity Building.
16.3.6. Requesting special staff development
Programs from the Center for Professional
Development, the principals academy, higher
education, Regional Service Agencies, and
county boards based on identified needs
’126-13-6. High Quality Standards.
6.6.4. Teacher and principal internship: The
county board develops and implements a
beginning teacher internship program and a
beginning internship program that conform
with West Virginia Code and West Virginia
Board of Education policies
6.6.2. Licensure.
Title 126
Legislative Rule
Board of Education
Series 15
Programs of Study for
Limited English Proficient
Students (2417)
Title 126
Legislative Rule
Board of Education
Series 43
Use of Technology by
Students and Educators
(2470)
Title 126
Legislative Rule
Board of Education
Series 42
Assuring the Quality of
Education: Regulations for
Education Programs
72
’126-15-3. Regulations.
Objectives for West Virginia schools
3.3. Each county shall seek highly qualified
teachers to deliver the alternative language
program and shall provide on-going,
sustained, annual opportunities for
professional development
3.2.1. State Board Responsibilities:
e. Administrators and teachers will be
provided staff development in the use of
technology and its application in the
teaching and learning process
3.2.3. School Responsibilities:
d.The Unifed School Improvement Plan
will include necessary staff development to
enable teachers to incorporate technology into
the classroom
’126-42-4. General Responsibilities.
4.1.2. Responsibilities of the West Virginia
Department of Education
f. Develop, provide, and participate in
programs for professional
development based on scientific
research
4.1.3. Responsibilities of RESAs
Areas of Service include:
a. Providing technical assistance to lowperforming schools and school systems
b.Providing high quality, targeted staff
development designed to enhance the
performance and progress of students
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Title 126
Legislative Rule
Board of Education
Series 72
Establishment and
Operation of Regional
Education Service Agencies
(3233)
’126-72-2. Establishment.
2.4. Responsible for implementing a strategic
planning process that assesses the needs for
planning and developing multi-county
programs
2.6. Established to serve as a repository of
research-based teaching and learning
practices
2.7. Can offer technical assistance, including
targeted comprehensive staff development
services, or other technical assistance to a
low-performing school or school system
’126-72-5. Plan of Services.
The first two areas constitute “the most
important responsibilities for the agencies”:
5.1.1. Providing technical assistance to lowperforming schools and school systems
5.1.2. Providing high quality, targeted staff
development designed to enhance the
performance and progress of students
5.3.2. Plan of Service must be based upon:
(3) Requests from superintendents of
member systems for technical assistance
to low-performing schools and targeted
staff development designed to improve
student performance
Title 126
Legislative Rule
Board of Education
Series 114
Approval of Educational
Personnel Preparation
Programs
’126-114-7. Alternative Preparation Program
Requirements: Teacher.
7.3 Professional Support Team
b.Training of Professional Support
Team - The training efforts of the
district shall be coordinated by the
Center for Professional Development,
hereinafter CPD. The CPD
shall provide an orientation and
training program for professional
support team members.
Title 126
Legislative Rule
Board of Education
Series 147
Qualities, Proficiencies And
Leadership Skills for
Principals (5500.03)
’126-147-4. Qualities, proficiencies, and skills.
4.1.2. School Culture/Instruction: The ability
to advocate, nurture, and sustain the
development of a school culture and
instructional program that is conducive
to student learning and staff professional
development
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This ability is demonstrated when:
o. Professional development promotes
a focus on student learning consistent
with the school vision and goals
’126-147-5. Implementation.
5.1. All professional development for
principals shall address the qualities,
proficiencies and leadership skills set
forth in these rules, including developing
and delivering the curriculum for the
Principals’ Academy
5.3. The Center for Professional Development
shall provide principals with sustained
opportunities through the Principals’
Academy to develop the specific qualities,
proficiencies and leadership skills required
5.3.1. The Center for Professional Development
shall consider best practices as
established by research in developing and
delivering the curriculum of the
Principals’ Academy
Title 126
Legislative Rule
Chapter 18-2-6
Series 160
Policy 5900
Beginning Educator
Internship Program
Section 6. Program Requirement
Requirement 1:
Professional Support Team includes
a member of the county staff
development council
Requirement 7:
In-service professional development
programs shall be provided through
the professional development
project of the Center for Professional
Development for beginning teachers
and for mentors
CODE
74
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
18A-3-1
Teacher Preparation Programs:
Education of professional educators includes (5)
any continuing professional education, professional
development and in-service training programs for
professional educators employed in the public schools.
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18-2-23a
Annual Professional Staff Development Goals:
West Virginia Master Plan for Professional Staff Development State Board established professional development
goals~ Center for Professional Development designs plan
to achieve goals ~ State Board reviews plan.
18-2E-5
Process for Improving Education:
State Department of Education - Office of Performance
Audits
(5)(E) determine schools and school systems’ staff
development needs to meet standards established by the
Legislature and state board.
18-21-4
Functions of West Virginia Professional Development
Advisory Council:
West Virginia Professional Staff Development Advisory
Council enumerates responsibilities in the area of advice
and assistance provided the state board in all phases of
developing or amending the goals for professional staff
development.
18-2E-3g
Special Demonstration Professional Development
School Project:
Demonstration Professional Development School Project
provides for the establishment of a special five-year
demonstration professional school project to improve
student achievement beginning with the 2005 school year.
18-10H-6
Effective Schools Program in Vocational-Technical
Education:
Provides staff development for vocational-technical
personnel.
18-2-32
Strategic Staff Development Fund:
Use of fund to provide staff development in schools,
counties, or both.
18-10H-7
United Technology Transfer Program:
Provides for innovative staff development.
18-2E-3e
Science Education Enhancement Initiative
Grant Program:
(g)(4) Staff development for teachers.
18A-3A-1
Center for Professional Development:
States the mission and duties.
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18A-3A-2
Professional Development Project:
Duties associated with the delivery of professional
development programs and activities.
18A-3A-2b/2c
Principals Academy:
States required participation of every principal.
10-5-2a
Distance Learning Coordinating Council:
Funds shall be used to provide continuing education
and professional development.
18B-3C-4
Community and Technical College Consortia:
(6) Professional development shall be planned and
implemented for secondary and post-secondary faculty,
staff, and administrators.
18-2-26
Regional Education Service Agencies:
One area of service is to provide high quality, targeted
staff development.
18-21-5
Regional Staff Development Councils:
Establishing a regional staff development council in each
of the eight regional education service agencies.
18-21-6
Functions of Regional Staff Development Councils:
Lists nine functions.
18-5A-5
Public School Faculty Senate:
Requires a strategic plan for integration of special needs
students into the regular classroom including (H) training
for all regular classroom teachers.
18A-3-8
18A-3-9
County Professional Staff Development Councils:
Gives councils final authority to propose staff
development programs for their peers.
18A-2-9
Duties and Responsibilities of Principals:
Assigns administrative and instructional
responsibilities to the principal.
18A-3-2D
Beginning Principal Internships:
Establishes a county school-based system to provide
orientation activities and supervision to administrators
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18A-3-2b
Beginning Teacher Internships:
Provides staff development and supervision to
beginning teachers and shall consist of (7) in-service
professional development programs provided through
the professional development project of the center
professional development.
18A-3-1
Teacher preparation programs:
(a)(5) Any continuing professional education,
professional development and in-service training
programs for professional educators.
18A-3-1a
Alternative programs for the education of teachers:
(3)(d) Training efforts of districts shall be
coordinated by Center for Professional Development
and Center shall provide orientation and training
programs for professional educators.
18-2E-3c
Summer school READS grant program:
(e) State board may fund
(4) staff development for teachers.
18-2E-3e
West Virginia Science Education Enhancement:
Initiative:
(g) Staff development for teachers.
18-2E-3d
Summer school MATH grant program:
(c) (4) Staff development for teachers.
18B-14-8
Statewide taskforce on teacher quality:
(a)(1)(ii) Opportunities and resources for
professional development experiences in technology.
18A-3B-3
Powers and duties of Professional Standards Board:
Includes 8 duties of professional standards board
(7) create other actions that relate to the improvement
and instruction through teacher education and
professional development.
18A-3A-4
Continuation of Center of Professional Development
Board:
Continue to exist until July 1, 2010.
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18-2E-8
Creating Jobs Through Education:
(k) Staff development - meeting the intent and
objectives will require a continued focus on staff
development to increase the ability of teachers and
administrators to employ various methodologies for
strengthening the rigor, content, and relevance of the
learning process and help all students achieve at higher
levels.
(2) Collaboration and utilization of resources
(3) Teacher and business exchange programs
18-5-45
School Calendar:
(d) Professional activities for teachers shall include a two
hour block of time immediately following the first two
hours of instructional activities for students may include
professional staff development
(f)(4) Six days for any of the following purposes:
(c) Professional development
(g) opening of school and staff development
(j) use of days for professional development
18-2j-1
Findings:
(7) Technology is being used for on-line staff
development.
18-2j-4
Education Technology Strategic Plan:
(10) Strategy for improving delivery of professional
development.
4-10-5
Termination of agencies following preliminary
performance reviews:
(12) July 1, 2010 termination of professional
development board.
5-28-2
Commission on Holocaust Education:
(b) One teacher mentor who has completed
professional development related to holocaust education
teaching at high school, junior high, and middle school.
18-9A-8a
Foundation Allowance for Regional Educational
Service Agencies:
Equal to sixty-three one-hundreds percent of the
allocation for professional educators.
Allowance shall be excluded from computation
of total basic state aid.
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LEGISLATURE
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
Enrolled
Committee Substitute
For
Senate Bill No. 94
(Passed April 9, 2005;
in effect Ninety days
from passage.)
ARTICLE 5. COUNTY BOARD OF EDUCATION.
18-5-45.
Provides additional flexibility for instructional
support and enhancement days; and authorizing
limited use of accrued instructional time for
professional development and continuing education
for certain purposes.
Enrolled
H. B. 2350
ARTICLE 3. TRAINING, CERTIFICATION,
LICENSING, PROFESSIONAL DEVELOPMENT.
18A-3-1. Speaks to the education of professional
educators including 5) “any continuing
professional education, professional development
and in-service training programs for professional
educators employed in the public schools in the
state.”
(Passed April 5, 2005;
in effect ninety days from
Passage.)
Enrolled
Committee Substitute
For
Senate Bill No. 603
(Passed April 9, 2005;
to take Effect July 1, 2005.)
An ACT to repeal, amend, and reenact a variety of
Codes of West Virginia. Included were “expanding
certain professional development provisions;
establishing a structure to enhance collaboration between certain state and regional entities in providing
professional development; requiring certain state
and regional entities to ensure coordination and
collaboration in professional development efforts
and designating certain priorities for professional
development; limiting the circumstances for
procuring out-of-state services regarding certain
professional development issues; reconstituting the
Center for Professional Development Board and \
modifying its membership, duties and certain
required employee provisions; requiring certain
professional development studies and efforts;
creating the position of Coordinator of the
Principals Academy; prohibiting the required
attendance of certain employees at certain
professional development programs under certain
circumstances until date certain
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CHAPTER 18. EDUCATION.
ARTICLE 2. STATE BOARD OF EDUCATION.
18-2-23a. Content includes Legislative intent,
Professional development Goals, a professional
Development plan designed by the Center for
Professional Development; a Master Plan for
Professional Development
18-2-24. speaks to the collaboration of higher
education, the Center for Professional Development,
regional education service agencies to provide
professional development for teachers, principals,
and paraprofessionals.
CHAPTER 18A. SCHOOL PERSONNEL.
ARTICLE 3. Training, Certification, Licensing,
Professional Development
18A-3-11. authorizes a study of professional
development standards and best practices
ARTICLE 3A. CENTER FOR
PROFESSIONAL DEVELOPMENT
18A-3A-1. outlines the Center for Professional
Development’s intent, the mission, members,
Meetings, duties of the Chief Executive Officer, and
The Principals Academy curriculum
Enrolled
H. B. 4669
(Passed March 13, 2004;
in effect from passage.)
Enrolled
Committee Substitute
For
H. B. 4674
(Passed March 11, 2000;
in effect from passage.)
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ARTICLE 2E. HIGH QUALITY
EDUCATIONAL PROGRAMS.
18-2E-3g. a new section added relating to
requiring establishment of special five-year
demonstration professional development school
project. The Article lists findings by the
Legislature and powers and duties given to the
state superintendent with respect to the
demonstration project
ARTICLE 2E. HIGH QUALITY
EDUCATIONAL PROGRAMS
18-2E-5. includes (c) High quality education
standards and efficiency standards for
(8) Training of county board members
and administrators
(10) Professional development and evalulation
(g) Office of education performance audits.(5)
determine the staff development needs of
schools and school systems to meet standards
and make recommendations to board, center for
professional development, regional educational
service agencies, higher education governing
boards and county boards.
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Enrolled
Committee Substitute
For
H. B. 4306
(Passed March13, 1998;
in effect from passage.)
CHAPTER 18. EDUCATION.
ARTICLE 2. STATE BOARD OF EDUCATION.
18-2-23a. describes the role of the state
board and professional development
18-2-26. directs the state board to establish
multicounty regional educational
service agencies
18-2-32. account created within the state board;
money is used to provide staff development in schools, counties or both
ARTICLE 2E. HIGH QUALITY
EDUCATIONAL PROGRAMS.
18-2E-3c. grant created for summer READS
program
18-2E-5. (c) High quality education standards.
periodically review to update high
quality educator standards in areas
including professional development
and evaluation
ARTICLE 2I. STAFF DEVELOPMENT
COUNCILS.
Presents the Legislative purpose,
findings, creation of the West Virginia
and regional staff development advisory
council, members, and functions.
CHAPTER 18A. SCHOOL PERSONNEL.
ARTICLE 3. Speaks to training through the
Principals’ Academy
ARTICLE 3A. CENTER FOR
PROFESSIONAL DEVELOPMENT.
Describes the intent, duties,
Board composition and management,
professional development
responsibilities for educators including
the principals academy
OTHER REPORTS
DOCUMENTS/ITEMS
HIGHLIGHTS RELATED TO PROFESSIONAL DEVELOPMENT
Bridging the Achievement
Gap, The Role of Professional
Development for Teachers
The Education Alliance
February 2005
The report examines the status of
professional development, and provides
policy recommendations for developing
effective professional development
programs for teachers.
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Making a Difference
In the Classroom
The Education Alliance
August 2005
The brochure lists five goals identified
by community dialogue groups regarding
the quality of teaching and a summary
of recommendations. For example:
II. Teacher Recruitment/Retention
• Salaries and professional
development should remain a priority
III. Funding
• A method for formally recognizing special
development time for teacher improvement
activities with incentives
IV. Teacher Preparation
• Provide meaningful, needs-based
Continuous staff development
Leadership for Change
Framing the Future
The Education Alliance
The report summarizes “the findings,
conclusions, and recommendation that will
serve to frame the role and responsibilities
of The Education Alliance in creating
positive, systemic change in public
education.”
One of West Virginia’s educational
issues is “continuous workforce development and training.”
Closing the Achievement
Gap, State-Level Policy
Implications For Secondary
Schools
The Education Alliance
October 2004
Several studies referred to in the study
supported providing technical assistance
(“in building leadership capacity at the state,
district, school and classroom levels and
improving classroom instruction”) for
reform efforts. A recent report from the
National High School Alliance reported one
of the necessary changes for effective
change is”…the need to improve teacher
preparation and professional development is
paramount.” Approaches to Reforming
State Policies and Practices included a
Study by Harvey and Housman (2004) that
identified “the preparation and continued
development of educators “as one of four
significant factors that guide secondary
school reform.
Policy Implications for States include
• Plan and implement a capacitybuilding program for all stakeholders
• Provide targeted technical assistance
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Closing the Achievement
Gap, Policy Implications for
Teacher Quality, Curriculum
and Teacher Expectations
The Education Alliance
Spring 2004
The study states “A quality teacher in the
classroom is one of the best ways to close
the achievement gap.” Current literature
suggests that “the provision of high quality
staff development for in-service teachers” is
one of the three teacher quality issues. The
Section on Teacher Quality addresses the
“profound impact on student achievement”
When teacher professional development is
“presented in a targeted, collaborative, and
evaluated atmosphere. A clear and
commanding difference is found between
the professional development in high
performing schools and that of low
performing schools.”
Policy Implications include the creation
of Professional Development Schools to
work with teacher education programs.
Supports for Quality
Teaching
A Research Study Prepared
for The Education Alliance
By the
Benedum Center for
Educational Renewal,
West Virginia University
September 2002
A summary report of the study design and
preliminary findings of Met Life Novice
Teacher Interviews in West Virginia August
2002. The Appendix C: West Virginia
State Policy 5900 Beginning Teacher
Educator Internship Program is included.
Sections address scope, purpose,
monitoring, technical assistance, program
requirements, and effective data.
Requirement 1 includes a member of the
County professional staff development
council on the professional support team;
Requirement 7 provides in-service
professional development programs through
the professional development project of the
Center for Professional Development.
Quality Counts 2005
Data is presented for the following categories:
Student Achievement (Reading, Math) (Grades
4, 8, high school); Efforts to Improve Teacher
Quality (Professional Support and Training- State
Has professional development standards, requires
Districts/schools to set aside time for professional
development; State finances professional
development for all districts)
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Governor’s Minority
Students Strategies Council:
Minority Student
Achievement in West
Virginia 2004
The council members collected and reviewed
student achievement data as well as research on
improving minority student achievement and
teaching and learning. Suggestions or “Next
Steps” were made in two major areas-the work
of the council and legislative support.
The council recommended special training for
counselors and psychologists, in conjunction with the
Center for Professional Development Funding was
requested for the development and implementation of a
Professional Development School to demonstrate the
curricular and instructional practices that effectively
educate African American and low-income children.
A recommendation was made that teacher training
programs incorporate coursework to help effectively
teach underachieving minority students.
Training for counselors and AP teachers was
recommended to help increase the enrollment in AP
and dual credit college courses.
Executive Summary of
Technology Survey
The West Virginia Governor’s Office conducted an
on-line survey on technology. Participants were teachers
and students representing all K-12 levels of instruction.
There was general consistency between teacher and
student responses. One conclusion was the need
for an emphasis on teacher training, particularly in
integration and application.
The Intelligencer/Wheeling The topic Don’t Leave Area Children Behind
News-Register
stated that to ensure all students receive good
August, 27, 2005
educations, shortcomings must be addressed.
Educators were urged to redouble their efforts
to comply with state and federal requirements.
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A PPENDIX 5
I NDEPENDENT P OLICY AUDIT
It is important for readers of this report to understand that the National Staff
Development Council (NSDC) brings a point of view to its review of West Virginia’s professional development policies. NSDC believes that all teachers in all schools should experience high quality professional learning as part of their daily work.
For the past 30 years, NSDC has sought to improve the quality of public school educators’ learning experiences. NSDC knows that educators do not have all the knowledge
and skills they need once they complete their undergraduate education and become
employees of public school systems. To become highly effective leaders of their classrooms
and schools, teachers and administrators need to keep learning and apply their new learning to benefit students. Experience alone will not suffice.
NSDC believes that professional development is not an option. Taxpayers have a
right to expect that throughout educators’ careers they will continue to learn what is necessary to become more effective in enabling students to increase what they know and can
do. At the same time, educators have a right to expect that their professional development
experiences will be targeted and useful in relation to the learning challenges their students
face. However, in too many communities throughout the United States, both taxpayers and
educators are disappointed with the execution of professional development. Quite frequently, it is poorly conceived, ineffectively implemented, and rarely evaluated. Many educators have experienced such consistently poor professional development that they now
regard it more as a burden than an opportunity. Many taxpayers and their elected representatives see little evidence that professional development is producing the positive student effects they anticipated.
NSDC’s recent book, Powerful Designs for Professional Learning, describes more than
20 types of professional development that can have significant impact on educators’ practice. It also posits three qualities of professional learning that can make a difference in what
educators know and do. High quality professional development: 1) arises from the real
work going on in classrooms and schools; 2) focuses on what is happening with learners;
and 3) is generally collaborative.
Unfortunately, this does not characterize the professional learning experiences of
most educators. In far too many school systems, the prevailing mode of professional development continues to be a classroom-type setting featuring a lecture or power point presentation, often by a consultant who understands little about the context in which the educators work. Frequently, the purpose of this staff development is the transmission of information rather than engaging educators in dynamic and relevant learning experiences they
can translate to their daily practice. But whatever the purpose or type of professional
development, there is seldom follow-up by school officials either to provide educators with
the support necessary to use their new learning, or to determine whether and how they
apply what they learned.
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It does not have to be this way. In its What Works series, NSDC published the results
of research identifying specific professional development programs at the elementary, middle, and high school levels that have increased student achievement in language arts, mathematics, science, and social studies. There is no shortage of information about how to
improve professional development so it yields better results, but often there is a lack of
determination to use what the field knows. Building an effective professional development
system requires a commitment to adult learning; as is true of student learning, it requires
persistence and hard work.
State policy plays an important role in professional development. It should be the
means through which the public’s interest in educators’ continuous learning is manifest,
describing the results professional development should achieve, and assigning responsibility for one or more entities that will be accountable for the results. It is essential to establish and fund the time educators need to participate in professional development to achieve
the desired results. It will be challenging to develop policy that establishes qualitative
parameters for professional development, but it is absolutely necessary. Because staff
development can occur at many different levels-school, district, state, out-of-state-it is also
important to provide guidance about where most professional learning should occur to
achieve the results the state is seeking. To determine whether professional development is
improving administrators’ leadership and teachers’ instruction, there should also be policy
and funding to monitor the implementation of staff development, research its results, and
publicly report the findings. The question is not how much policy is necessary, but rather
which policies are required to achieve the result of professional development that improves
the performance levels of, first, educators and then students.
No external review limited by time and resources can adequately capture the origins
or scope of West Virginia’s (WV) professional development policies, or assess whether,
how, and with what effect the state’s institutions implement the policies. There is no doubt,
however, that WV policymakers care a great deal about professional development. In more
than 30 statutes enacted by the state legislature, the phrases “professional development” or
“staff development” or “professional staff development” appear. This is a powerful indicator of legislators’ commitments to professional development as an essential component of
the state’s education system, both to support those who work in the public school system
and to improve their performance. Educators in many other states wish their policymakers would demonstrate comparable commitments.
A seminal statute is §18-2-23a which requires the State Board of Education to “annually… establish goals for professional staff development in the public schools of the state.”
The legislation goes on to mandate the result the professional development should seek:
“high quality teaching that will enable students to achieve the content standards established
for the required curriculum in the public schools.” This result, the law mandates, must be
“a first priority” of the State Board’s professional development goals and towards that end
the statute requires the State Board to “require adequate and appropriate professional staff
development.”
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West Virginia legislators have taken a major step in spelling out what they want professional development to achieve, but the statute does not include a definition of “professional staff development,” nor does it direct the State Board to develop a definition.
Throughout the many WV statutes that refer to staff development, there seems to be an
assumption that readers know or should know the meaning of the term. While educators
do have a broad conceptual understanding of the term, without an explicit definition they
are left to construct their own meaning. Most educators, therefore, define professional
development based on their personal experiences of participating in activities described as
“staff development” or a variation of that term. In many school systems throughout the
United States, such experiences have not been positive with the consequence that educators
too frequently define professional development merely as “a good presenter” or “an interesting workshop,” neither of which is sufficient to “ensure high quality teaching that will
enable students to achieve the content standards.” WV educators need a specific, clear and
concise definition of professional development that points the way towards the results the
legislature wants and provides a guidepost for the professional learning educators should
expect. Though the No Child Left Behind Act does include a definition of “professional
development,” it is excessively detailed and long, and not widely understood. West Virginia
can do better.
Beyond the issue of an appropriate and useful definition, the state may want to provide more specific guidance by adopting the National Staff Development Council’s
Standards for Staff Development. The Standards, which to date have been embraced by close
to 25 states, are grounded in research that documents the connection between professional development and student learning. The standards can be used by individuals seeking to
understand and implement effective professional development practices, and by
groups/organizations wanting to organize staff development that has greater impact on the
educators’ practices. NSDC also publishes additional materials that individuals and organizations find helpful in applying the standards.
Closely related to the issues of definition and standards is results. Results are important, as the state recognizes in §18-2-23a by requiring the State Board to include in its goals
“measures by which the effectiveness of the professional staff development programs will
be evaluated.” On the other hand, this study found little evidence that the state is seriously pursuing the evaluation of professional development. This is not unusual. Meaningful
evaluations of the effects of professional development on either teachers’ classroom practice or student performance are still nascent in most states and school systems throughout
the country. This should not discourage West Virginia in pursuing more effective professional development. Indeed, this provides the state an opportunity to work with local
school systems to develop serious but practical means for evaluating staff development.
Doing so will strengthen the state’s efforts to focus on professional development outcomes
and learn more about what it can do to achieve the results it is seeking. Perhaps entities
such as the Center for Professional Development and/or the Universities could organize,
staff and participate in a task group of selected local educators to create, pilot, refine, and
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assess practical evaluation tools that school systems could then use to learn more about the
classroom effects of staff development.
§18-2-23a also sets forth a complex process of consultation and review the State
Board of Education must observe in establishing the state goals and Master Plan for
Professional Staff Development. Among the complexities, for example, is the requirement
that the Commission for Professional Standards, as well as other entities, recommend a systematic plan for professional development to the State Board. It is beyond the scope of this
study to determine whether this process results in plans that significantly advance the state
towards high quality teaching that enables more students to achieve content standards.
However, because it is not readily apparent that there is a qualitative link between this
process and the results the state is seeking, and because persons interviewed for this study
did not cite such a link, the utility of the process is open to question.
The process does illustrate one fact that emerges from a review of WV statutes. Many
sectors of the state’s public education system are deeply involved in charting the course of
professional development. In addition to the State Board of Education, other entities that
are legislatively mandated to address professional development in public schools are the:
n Department of Education and the Arts - §18A-3-1
n Center for Professional Development - §18A-3A-1, 2
n Commission for Professional Standards - § 18A-3B-3
n State Institutions of Higher Education - §18-2-24
n Marshall University and West Virginia University - §18B-3-4
n Community and Technical College Consortia - §18B-3C-4
n Regional Education Service Agencies - §18-2-26
n County Boards of Education - §18-5-4
n County Professional Development Councils - §18-3-8
n County Service Personnel Staff Development Councils - §18A-3-9
n Principals - §18A-2-9
n Public School Faculty Senates - §18-5A-5
These assignments of responsibilities for professional development have evolved
over time, prompted by diverse political circumstances, education interests, and good faith
efforts to strengthen public education. The fact that some of these statutes refer to and
assign responsibility for the “coordination” of professional development is de facto recognition that the state’s efforts to improve teachers’ and students’ performance are diffuse. In
public policy, “coordination” is a word that serves a useful purpose by evoking an image of
smoothly meshing gears, producing a synergy that drives a powerful machine. This may be
true in manufacturing, but it is rare in public institutions where each entity has, or creates,
a distinct purpose, program, and culture. In this context, “coordination” is often a code
word for efforts to reconcile problematic differences among entities with complementary
missions.
In considering whether West Virginia’s current governance and operational structure
for professional development is the best means to achieve the results the state seeks, it may
be useful for policymakers to consider two fundamental questions. First, do teachers
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believe that statutes assigning professional development responsibilities to at least a dozen
different entities produce professional learning activities that demonstrably increase teachers’ instructional effectiveness? If the answer is less than a resounding “Yes!” it suggests a
compelling need to reexamine state statutes with a view towards revisions that will produce
more powerfully aligned professional development for local educators. There are many
possible options, including a market driven approach that would permit each entity
assigned professional development responsibilities to respond to the state goals as it sees fit,
with schools having the authority and resources to purchase services from the entity or
entities the schools consider the most effective.
Second, policymakers may also want to consider this question: If West Virginia
began with the proverbial “blank sheet of paper” to create a system of professional development specifically for the ultimate purpose of enabling students to achieve content standards, how would that system be similar to and different from the current arrangement?
This is a difficult question that calls for incorporating new learning about effective professional development as well as setting aside institutional allegiances in favor of efficiencies
that will produce better results.
Asking and soberly considering the hard questions above is a prerequisite for actions
that will cause the state to meet its ambitious goals for professional development. It is not
realistic to expect entities responsible for professional development to abandon their own
interests to fashion a new, comprehensive system with greater potential to engage local educators in staff development that improves their practice. The state’s current approach to
professional development was created piecemeal by the state legislature and only the legislature has the authority to create a new system that is both more coherent and effective.
Because this process must be thoughtful and deliberate, without an expectation of “silver
bullet” solutions or a rush to judgment, the Legislative Oversight Commission on
Education Accountability is best positioned to lead the legislature’s consideration of creating a new professional development system for West Virginia.
During any serious review of the state’s current system, many issues will surface. It
is not appropriate for this report to pre-empt the legislature’s role by delineating all the
possible issues it might consider. The following, however, illustrate the variety of concerns
the National Staff Development Council identified as a result of its study:
n Resources - Among the many knowledgeable people interviewed for this study,
no one could provide a reasonable estimate of the total funds West Virginia expends for
professional development intended to produce high quality teaching that enables more K12 students to achieve content standards. Such expenditures will not be found only in state
budget line items for the many entities responsible for professional development. For some
entities, professional development is only one part of their mission while for others it may
not be apparent that some facet of their programming has a staff development function. It
will take an intensive research effort to identify all state expenditures for K-12 professional development, but without such information policymakers are, in effect, “flying blind.”
They lack the authoritative data necessary to determine which entities are using state funds
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ate and effective relative to the result the state is seeking. They do not have a necessary tool
to focus the state’s resources so they achieve maximum impact.
n Time - Teachers and administrators at the school level are under tremendous
pressure to increase student performance. Allegedly towards that end they are the targets
of cascading laws, regulations, and directives that splinter their time and focus. Many of
the mandates are necessary for health, safety, accountability, and equity while others are
questionable. The cumulative effect, however, is that most local educators have very limited time to participate in professional development experiences that can improve their
skills, nor do they control the time they do have. In theory, principals may be able to design
school schedules creatively to gain more time for teachers to participate in daily, jobembedded professional development. It is ironic, however, that most principals do not
have the skills to create schedules for this purpose, and many do not know how to collaborate with their teachers to ensure the best use of additional time for professional development.
In West Virginia, §18-5-45 requires that school systems set aside five “instructional
days” during the school year. Part of each day is for “professional activities for teachers to
improve instruction … [including] a two-hour block of time … during which the faculty
senate shall have the opportunity to meet.” Unfortunately, the effect of the law is that
teachers only get the “leftovers” of the two-hour block for professional development:
Any time not used by the faculty senate and the remainder of the school day…
shall be used for other professional activities for teachers to improve student
instruction which may include, but are not limited to, professional staff
development, curriculum team meetings, individualized education plan meetings
and other meetings between teachers, principals, aides and paraprofessionals to
improve student instruction as determined and scheduled at the local school level.
The law also sets aside an additional six days for the county school systems to use for one
or more of six specific purposes, but the systems must use at least two of the six days for
professional development.
State policy also mandates that “each county board of education shall schedule annually at least three non-instructional days of staff development for professional staff ” and “all
professional staff shall participate in eighteen clock hours of job related staff development
each year.” However, the policy goes on to delineate (126-149-4.1.1.) such broad considerations that the “process of planning ... shall include but not be limited to” it has the effect
of authorizing almost any professional development activity. This dilutes the focus of staff
development in relation to state’s goal set forth in §18-2-23a. While the policy also requires
“a systematic evaluation process for the delivery, quality, and impact of staff development”
by “county boards of education and county professional staff development councils” there
is no evidence local school systems take this requirement seriously. Apparently, there are
no state level mechanisms that encourage, assist, monitor, or learn from county school
boards’ efforts to honor the policy.
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In addition, State Board of Education policies require that most teachers complete
six semester hours of “appropriate credit approved by the county professional designee” to
renew their teaching licenses. There is inadequate information to determine if the result of
this requirement is teachers who are more successful in engaging students in learning.
Some counties provide much more staff development time than the minimum state
requires, but as is the case for state funding for professional development, no one at the
state level really knows how many teachers participate in what types of staff development,
or how much of it. Consequently, there is a great deal of diffused activity with little information about the results. While West Virginia’s laws and policies emphasize the importance of professional development, the state does not guarantee teachers the time for or
quality of staff development they need to develop the “high quality teaching” necessary to
enable many more students to meet content standards.
– Hayes Mizell
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A PPENDIX 6
INTERVIEWEES AND OTHER CONTRIBUTORS
Dr. Steven L. Paine
Superintendent of Schools
West Virginia Department of Education
Capitol Complex, Building 6, Room 358
1900 Kanawha Blvd. E
Charleston, WV 25305
Dr. Jorea Marple
Assistant Superintendent
Division of School Improvement Services
West Virginia Department of Education
Capitol Complex, Building 6, Room 728
1900 Kanawha Blvd. E
Charleston, WV 25305
Ms. Lydia McCue
Executive Assistant to the Superintendent
West Virginia Department of Education
Capitol Complex, Building 6, Room 730
1900 Kanawha Blvd. E
Charleston, WV 25305
Mr. David Perry
Principal/WV House of Delegates
House Education Committee
Collins Middle School
601 Jones Avenue
Oak Hill, WV 25901
Ms. Judy Hale
President WV AFT
1010 Lewis Street
Charleston, WV 25301
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Mr. Nick Zervos
Executive Director
RESA VI
30 GC&P Road
Wheeling, WV 26003
Dr. Dee Cockrille
Program Development Director
RESA II
2001 Mccoy Rd
Huntington, WV 25701
Ms. Linda Andresen
Administrative Assistant
K12 Services, Staff Development
501 22nd Street
Dunbar, WV 25064
Dr. Teddi Cox
Assistant Superintendent of
Schools (until 6/30, with AEL)
Grant County Schools
204 Jefferson Avenue
Petersburg, WV 26847
Mr. Robert Hull
Director of Instructor
Putnam County Schools
#9 Courthouse Drive
Winfield, WV 25213
Dr. Sharon Harsh
Assistant Superintendent for
Administration,
Curriculum & Instruction
13 South High Street
Morgantown, WV 26501
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Ms. Wilma Zigmond
Director of Secondary
Curriculum/Programs/WVEIS County
Contact
506 Holly Avenue
Po Box 477
Logan, WV 25601
Dr. Lyn Guy
Superintendent
Monroe County Schools
Willow Bend Rd.
PO Box 330
Union, WV 24983
Dr. James Phares
Superintendent
Marion County Schools
200 Gaston Avenue
Fairmont, WV 26554
Anita Maxwell
WVEA
Administrative Assistant
Communications
1558 Quarrier Street
Charleston, West Virginia 25311
The Honorable Robert H. Plymale
Senate Education Committee Chair
The Capitol, 415M
1900 Kanawha Blvd. E
Charleston, WV 25305
Mr. Jay Cole
Deputy Secretary
WV Department of Education and the
Arts
State Capitol Building 5, Room 205
1900 Kanawha Blvd. E.
Charleston, WV 25305
Nancy Sturm
Department of Education and the Arts
State Capitol Complex
Building 5, Room 205
1900 Kanawha Boulevard, East
Charleston, WV 25305
nsturm@wvgot.org
Fax:1-304- 558-0136
Pat Kusimo
CEO/CPD
179 Summers Street
Suite 221
Charleston, WV 25301
Dr. Gail Looney
Executive Director
WV Center for Professional Development
Peoples Building, Suite 221
Charleston, WV 25301
looneg@mail.wvnet.edu)
Hank Hager
Counsel
Senate Education Committee, WV Senate
Capitol Building, 427M
1900 Kanawha Blvd. E
Charleston, WV 25305
hagerh@mail.wvnet.edu
David Mohr
Legislative Analyst for the House
Education Committee
mohrda@mail.wvnet.edu
Dr. Karen Huffman
WVDE
Ex. Director Office of Professional
Preparation
Room 252
khuffman@access.k12.wv.us
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• • • • •
Delegate Tom Campbell
WV House of Delegates
Chair, House Education Comm.
Capitol Building, 434M
1900 Kanawha Blvd. E
Charleston, WV 25305
wvdeltc@mail.wvnet.edu
Dr. Kenna Seal
Ex. Director
Office of Education Performance Audits
550 Eagan Street
Charleston, WV 25301
kseal@access.k12.wv.us
Dr. Howard O’Cull
Ex. Director
WV School Boards Association
hocull@wvsba.org
Debbie Thompson
President
WV School Boards Association
P.O. Box 1008
Charleston, WV 25324
2102 Kanawha Blvd E,
Charleston, WV 25311
Dr. Keith Smith,
State Director, WV -- Regional
Educational Laboratory
PO Box 1348
Charleston, WV 25325-1348
1031 Quarrier Street
Charleston, WV 25301
(304-347-0400/1-800-624-9120)
FAX: 304-347-0487
smithk@ael.org
William Getty
James Denova
Claude Worthington Benedum
Foundation
1400 Benedum Trees Bldg
223 Fourth Avenue
Pittsburgh, PA 18222
*Any omissions or errors
were unintentional.
Dr. Hazel Palmer,
President/CEO
Education Alliance
300 Capitol Street
1100 Kanawha Valley Building,
Charleston, WV 25301
(304-342-7865)
hpalmer@educationalliance.org
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• • • • •
A PPENDIX 7
FOCUS GROUP REPORT
National Staff Development Council
West Virginia Focus Group
July 25, 2005
Agenda
9:30 – 10:15 Introductions
n Name
n Position
n Tell us why you think you are here
Review Norms of Participation and Agenda
Norms of Participation:
n Honor Time: Stay on Task
n Balanced Participation
n Take care of yourself (self-monitored breaks)
n When needed, ask for clarification
Most Powerful Professional Development Experience
(Participants divided into groups of four and asked to identify the
following based on what they considered to be the most powerful
professional development experience in which they had participated)
n Characteristics
n Outcome (impact on your behavior)
n How much have you had?
n How can you get more?
10:15 – 10:45 A Compelling Vision for Professional Learning
(Participants in groups of 4 read individually Chapter 3, “A Compelling Vision for
Professional Learning” from Dennis Sparks’ book, Designing Powerful Professional
Development for Teachers and Principals. 10 minutes reading the article; 10 minutes in
small group process discussing the questions listed below and 10 minutes for group
reporting)
n What is already happening in West Virginia?
n What is desirable?
n What needs to happen?
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• • • • •
10:45 – 11:00 BREAK
11:00 – noon Spotlight on NSDC Standards
(Participants in groups of 4 individually completed the NSDC Standards Inventory
and then individual groups compiled scores for certain identified standards. Then
groups discussed what this told them about their current professional development
practices and opportunities for improvement)
Group One: Learning Communities, Design, Equity
Group Two: Data-Driven, Leadership, Family Involvement
Group Three: Research-Based, Resources, Learning
Group Four: Quality Teaching, Collaboration, Evaluation
Discussion Questions:
n Where is West Virginia now in relationship to the standards you
reviewed?
n What are the major gaps and/or barriers to getting there?
Noon- 1:00 LUNCH
1:00 – 1:30 Barriers to Effective Professional Development
(Groups examine NSDC Policy Audit. Group discussion for 12
minutes; processing for 5 minutes teach)
Group One: Priorities
Group Two: Nature of Professional Development
Group Three: Funding
Group Four: Support for new teachers and NBPTS
1:30 – 2:00 Conclusion: What Else Do We Need to Hear?
(Facilitator-led whole-group discussion based on following
questions)
n What are the current helpful structures/laws/regulations?
n Are incentives in place for educators to strengthen their
knowledge and skills? (e.g. to “get better?”)
n What information do you need to help?
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• • • • •
INVITED FOCUS GROUP PARTICIPANTS GROUP REPORT
(Shaded names did not attend)
Stakeholder
Category
Focus Group I
Focus Group 2
Focus Group 3
1. State Board
member
Barbara Fish
Delores Cook
Jenny Phillips
2. WVDE staff
*Richard Lawrence
(pending) WVDE,
Room 728
Betty Jo Jordan
WVDE, Room 221
Lydia McCue
WVDE, Room 730
3. CPD
*Dan Daniels
15 Captain Ames Dr.
Parkersburg, WV 26101
464-4589 (vo mail 7/13)
Parkersburg HS, Wood Co.
presenter & former CPD Bd.
lefuntdd@charter.net
(em 7/14)
*Beverly Shatto
PO Box 365
Ripley, WV 25271
304-372-3986 (vo.mail 7/14)
bshatto@access.k12.wv.us
CPD presenter and
former staff member
Gail Looney, Ex. Dir.
CPD
4. Superintendent
(Wetzel Co. Super. Butch
Barcus cannot do-vacation)
*Ron Blankenship
(email 7/13) Calhoun Co.
5. Principal
*Nancy Pfister,
Chamberlain Elem.
Kanawha Co.
708 Helen Ave.
Charleston, WV 25302
926-8434 (no ans;
emailed 7/13
npfister@kcs.kana.k12.wv.us
school phone 348-1969
Michelle Jeffers/Hillsboro El.
Pocahontas Co. 653-4212
cannot do-conference
Chuck Heinlein
St. Marys HS
1002 Second St.
St. Marys, WV 26170
Pleasants Co. 684-2421
(phone message 652-5271?)
6. Principal
Phil Brown
South Harrison HS
Harrison Co.
745-3315
(left message at Bd.326-7300)
Clinton Giles
Capital HS, Kanawha Co.
348-6500 (voice mail 7/14)
cgiles@capitalhigh.org
(email 7/13)
Joan Haynie,
Clay Middle School
Clay Co.
587-2343
(call school Mon, July 18)
7. Teacher
(rep AFT, WVEA)
Adele Groom, Hurricane HS,
Putnam Co. (email 7/13)
Robin Templeton
Tyler Co. (WVEA)
182 Maple Ave.
New Martinsville, WV 26155
455-1982 or
Robintempletonwv@yahoo.com
Rachel Hull, Buffalo Elem.,
Putnam Co. (email 7/13)
Joanna McKnown
Jackson Co. (WVEA)
372-3897
jlmckown@access.k12.wv.us
John Richmond
Kanawha Co. (WVEA)
722-5162 or
jrichmond@charter.net
8. NBCT teacher
Wayne Yonkelwitz
Rt. 3 Box 40
Fayetteville, WV 25840
Fayette Co.
(h)574-3774, (c) 228-7408
(call Thurs. 8:00 pm)
(Mary Triplett cannot do;
with CPD this day)
Rebecca Daniel
15 Captain Ames Dr.
Parkersburg, WV 26101
464-4589 (vomail 7?13)
Parkersburg South HS
Wood Co.(email via
Dan 7/14)
Kay Devono
Rt. 1 Box 262
Clarksburg, WV 26301
623-5854 (voice mail 7/14)
Harrison Co. Schools
9. Central Office
Greg Cartwright, Dir. of
Instruc., Calhoun Co. Schools
HC 89 Box 119
Mt. Zion, WV 26151
354-7011
gcartwri@access.k12.wv.us
John Hudson, Asst. Super.
Boone Co.
369-8231
jghudson@access.k12.wv.us
(email 7/13)
Leonard Allen, Asst. Super.
Kanawha Co.
348-7770 #205
(voice mail 7/14)
10. RESA
Marsha Bailes, VII
mcbailes@access.k12.wv.us
(email 7/13)
Linda Andresen, III
landrese@access.k12.wv.us
(email 7/13)
Debbie Brown, III
dsbrown@access.k12.wv
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• • • • •
A PPENDIX 8
NSDC S TANDARDS A SSESSMENT I NVENTORY (SAI)
Never
Seldom
Sometimes
Frequently
Always
Please mark the responses that most accurately reflect your experiences at your school.
0
1
2
3
4
2. Fellow teachers, trainers, facilitators, and/or consultants
are available to help us implement new instructional
practices at our school.
0
1
2
3
4
3. We design evaluations of our professional development
activities prior to the professional development program
or set of activities.
0
1
2
3
4
4. Our school uses educational research to select programs.
0
1
2
3
4
5. We have opportunities to practice new skills gained
during staff development.
0
1
2
3
4
6. Our faculty learns about effective ways to work together.
0
1
2
3
4
7. Teachers are provided opportunities to gain deep
understanding of the subjects they teach.
0
1
2
3
4
8. Teachers are provided opportunities to learn how to
involve families in their children’s education.
0
1
2
3
4
9. The teachers in my school meet as a whole staff to
discuss ways to improve teaching and learning.
0
1
2
3
4
10. Our principal’s decisions on school-wide issues and
practices are influenced by faculty input.
0
1
2
3
4
11. Teachers at our school have opportunities to learn how
to use technology to enhance instruction.
0
1
2
3
4
12. Teachers at our school learn how to use data to assess
student learning needs.
0
1
2
3
4
0
1
2
3
4
1. Our principal believes teacher learning is essential
for achieving our school goals.
13. We use several sources to evaluate the effectiveness
of our professional development on student learning
(e.g., classroom observations, teacher surveys,
conversations with principals or coaches).
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Never
Seldom
Sometimes
Frequently
Always
• • • • •
0
1
2
3
4
0
1
2
3
4
16. We receive support implementing new skills until
they become a natural part of instruction.
0
1
2
3
4
17. The professional development that I participate in models
instructional strategies that I will use in my classroom.
0
1
2
3
4
18. Our principal is committed to providing teachers with
opportunities to improve instruction (e.g., observations,
feedback, collaborating with colleagues).
0
1
2
3
4
19. Substitutes are available to cover our classes when
we observe each others’ classes or engage in other
professional development opportunities.
0
1
2
3
4
0
1
2
3
4
0
1
2
3
4
22. We design improvement strategies based on clearly
stated outcomes for teacher and student learning.
0
1
2
3
4
23. My school structures time for teachers to work together
to enhance student learning.
0
1
2
3
4
24. At our school, we adjust instruction and assessment to
meet the needs of diverse learners.
0
1
2
3
4
25. We use research-based instructional strategies.
0
1
2
3
4
26. Teachers at our school determine the effectiveness
of our professional development by using data on
student improvement.
0
1
2
3
4
27. Our professional development promotes deep
understanding of a topic.
0
1
2
3
4
28. Our school’s teaching and learning goals depend on
staff ’s ability to work well together.
0
1
2
3
4
14. We make decisions about professional development
based on research that shows evidence of improved
student performance.
15. At our school teacher learning is supported through
a combination of strategies (e.g., workshops, peer
coaching, study groups, joint planning of lessons, and
examination of student work).
20. We set aside time to discuss what we learned from
our professional development experiences.
21. When deciding which school improvement efforts
to adopt, we look at evidence of effectiveness of programs
in other schools.
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Never
Seldom
Sometimes
Frequently
Always
• • • • •
0
1
2
3
4
0
1
2
3
4
31. Communicating our school mission and goals to families
and community members is a priority.
0
1
2
3
4
32. Beginning teachers have opportunities to work with
more experienced teachers at our school.
0
1
2
3
4
33. Teachers show respect for all of the student
sub-populations in our school (e.g., poor, minority).
0
1
2
3
4
34. We receive feedback from our colleagues about
classroom practices.
0
1
2
3
4
35. In our school we find creative ways to expand human
and material resources.
0
1
2
3
4
0
1
2
3
4
37. Teachers at our school expect high academic achievement
for all of our students.
0
1
2
3
4
38. Teacher professional development is part of our school
improvement plan.
0
1
2
3
4
39. Teachers use student data to plan professional
development programs.
0
1
2
3
4
40. School leaders work with community members to help
students achieve academic goals.
0
1
2
3
4
41. The school improvement programs we adopt have been
effective with student populations similar to ours.
0
1
2
3
4
42. At my school, teachers learn through a variety of methods
(e.g., hands-on activities, discussion, dialogue, writing, demon- 0
strations, practice with feedback, group problem solving).
1
2
3
4
29. We observe each other’s classroom instruction as
one way to improve our teaching.
30. At our school, evaluations of professional development
outcomes are used to plan for professional development
choices.
36. When considering school improvement programs
we ask whether the program has resulted in student
achievement gains.
100
43. Our school leaders encourage sharing responsibility to
achieve school goals.
0
1
2
3
4
44. We are focused on creating positive relationships between
teachers and students.
0
1
2
3
4
W E S T V I R G I N I A S T U D Y O F P R O F E S S I O N A L D E V E L O P M E N T F O R P U B L I C S C H O O L E D U C AT O R S
Never
Seldom
Sometimes
Frequently
Always
• • • • •
45. Our principal fosters a school culture that is focused on
instructional improvement.
0
1
2
3
4
46. Teachers use student data when discussing instruction
and curriculum.
0
1
2
3
4
47. Our principal models how to build relationships with
students’ families.
0
1
2
3
4
48. I would use the word, empowering, to describe my
principal.
0
1
2
3
4
49. School goals determine how resources are allocated.
0
1
2
3
4
50. Teachers analyze classroom data with each other to
improve student learning.
0
1
2
3
4
51. We use students’ classroom performance to assess the
success of teachers’ professional development experiences.
0
1
2
3
4
52. Teachers’ prior knowledge and experience are taken
into consideration when designing staff development at
our school.
0
1
2
3
4
53. At our school, teachers can choose the types of
professional development they receive (e.g., study group,
action research, observations).
0
1
2
3
4
54. Our school’s professional development helps me learn
about effective student assessment techniques.
0
1
2
3
4
55. Teachers work with families to help them support
students’ learning at home.
0
1
2
3
4
56. Teachers examine student work with each other.
0
1
2
3
4
57. When we adopt school improvement initiatives we stay
with them long enough to see if changes in instructional
practice and student performance occur.
0
1
2
3
4
58. Our principal models effective collaboration.
0
1
2
3
4
59. Teachers receive training on curriculum and instruction
for students at different levels of learning.
0
1
2
3
4
60. Our administrators engage teachers in conversations
about instruction and student learning.
0
1
2
3
4
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• • • • •
WEST VIRGINIA DEPARTMENT OF EDUCATION
STANDARDS ASSESSMENT INVENTORY REPORTS
Overall Standard Averages All Schools
This report shows the average for each standard and each question within each
standard. It is based on 115 responses as of 2005-09-20.
This chart shows the average standard values calculated from the question
responses. The five standards needing the most improvement have been
outlined.
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• • • • •
Overall Standard Averages School No. 1
This report shows the average for each standard and each question within each
standard. It is based on 11 responses as of 2005-09-20.
This chart shows the average standard values calculated from the question
responses. The five standards needing the most improvement have been
outlined.
Overall Standard Averages School No. 2
No report generated no survey respondents
Overall Standard Averages School No. 3
No report generated no survey respondents
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• • • • •
Overall Standard Averages School No. 4
This report shows the average for each standard and each question within each
standard. It is based on 77 responses as of 2005-09-21.
This chart shows the average standard values calculated from the question
responses. The five standards needing the most improvement have been
outlined.
Overall Standard Averages School No. 5
No report generated no survey respondents
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• • • • •
Overall Standard Averages School No. 6
This report shows the average for each standard and each question within each
standard. It is based on 23 responses as of 2005-09-21.
This chart shows the average standard values calculated from the question
responses. The five standards needing the most improvement have been
outlined.
Overall Standard Averages School No. 7
No report generated no survey respondents
Overall Standard Averages School No. 8
No report generated. Not enough respondents. 4 completed surveys.
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• • • • •
W E S T V I R G I N I A S T U D Y O F P R O F E S S I O N A L D E V E L O P M E N T F O R P U B L I C S C H O O L E D U C AT O R S