Federal Program Directors’
Workshop
June 18-19, 2012
Effective Professional
Development Decisions
Linda Bragg
Division of Educator Quality and
System Support
Professional Development Considerations
A. Finance Choices for Professional Development that
Produce the Greatest Gains in School Performance &
Student Learning
B. Considering Effective Professional Development as
Part of:
1.
The District’s Continuous Improvement Plan
2.
The District’s Professional Development Plan
3.
The District’s Highly-Qualified Plan
a. Recruiting
b. Retaining
c. Retraining
4. Comprehensive System of Support for
Improving Professional Practice
Title Program Requirements
• Must be based on needs of the school
district listed within the 5 year plan
• Must be targeted first at schools identified
for improvement
• Must focus on enhancing student
achievement
• Must be supplemental positions and not
supplant state or local funds
House Bill 4236 Major Provisions
1. Establishes a new
system of educator
performance
evaluations that is
based on the current
pilot
2. Provides for “phasedin” implementation
3. Requires state board
rules by July 2013
4. Provides for evaluations
to serve certain
purposes, including
plans of improvement
and personnel actions
5. Provides the intent of
new comprehensive
system of support and
requires the state board
to publish guidelines on
comprehensive system
of support
WV State Board of Education
Guidelines
• Expectation that the highest priority for county,
regional and state professional development will
be on meeting the needs indicated by the results
of annual educator performance evaluations
• Substantial redirection of existing professional
development resources toward this highest
priority
• Adoption of the Learning Forward (formerly
National Staff Development Council) Standards
for Professional Learning
5
WV State Board of Education
Comprehensive System of Support Guidelines
• Utilized as the basis for the design and
implementation of a comprehensive system of
support for improving professional practice in
each county school system (county plan)
• Implementing systemic change in schools and
classrooms is a long-term process that requires
a significant commitment of professional
development, technical assistance and
continuous support
6
Considering Finance Choices for
Effective Professional Development
Evidence-Based Approach to:
• Effective resource allocation and use
(resource reallocation, if necessary)
• Strategic use of human resources
What Guides the Thinking to
Use our Time and Money
Effectively?
How does your district proportion the
categories that result in professional
learning that increases educator
effectiveness and desired results for all
students?
Professional Learning Categories
•
•
•
•
Face-to-Face Workshops/Trainings
New Teacher Induction
Job-Embedded Professional Development
(Peer Support)
Technical Assistance for Educators (who need
to improve performance)
Setting the Stage for Learning and
Instruction
“Creating a collaborative environment has
been described as ‘the single most important
factor’ for successful school growth and the
‘first order of business’ for those seeking to
enhance the effectiveness of their school.”
DuFour & Eaker, 1998
1
Why Collaboration?
“The idea that a single teacher, working
alone, can know and do everything to meet
the needs of 30 diverse students every day
throughout the school year has rarely
worked, and it certainly won’t meet the
needs of learners in years to come.”
Carroll, 2009
1
Collaborate About What?
If we want our professional development efforts to have
a significant impact on student learning, we should
focus those efforts on the factors that significantly
impact learning.
Critical Questions of Teaching & Learning
1. What do all students need to know, understand and be able to do in this lesson or unit
of study?
1.5 -- What CORE instructionPut
will abest
facilitate
learning?
slide
of the the
Critical
questions of teaching and
learning here
2. How will we know if they have learned it?
2.5 -- What evidence will we accept during the learning that indicates where each student is on
the learning progression?
3.
How will we respond if students do not learn?
3.5 -- What TARGETED or INTENSIVE instruction will likely have the most impact,
given the evidence of student learning?
4. How will we respond when they already know it?
4.5 -- What projects or collaborative studies will likely have the most impact for enrichment or
acceleration, given the evidence of student learning?
13
What Support Would You
Give?
How can we provide the support to
ensure teams use their collaborative
team time in ways that have a
positive impact on student learning?
Could coaching be an
opportunity to
Support Teaming
Processes?
Could coaching be an
opportunity
to Support
Beginning
Teacher
Induction?
Could coaching
be an
opportunity to
build capacity of
teachers to assist
peers after the
coach is gone?
We engage in and assume
leadership for promoting
collaborative practice.
Noted educator Roland Barth wrote,
“The relationship among the adults
in the building has more impact on
the quality and character of the
school and the accomplishments of
its youngsters than any other
factor.”
Let’s Ponder
In what ways could coaches assist
teachers or teacher teams with
focusing on the Critical Questions of
Teaching & Learning?
Would utilizing coaches to support jobembedded PD be more effective than a
workshop for translating learning into
practice?
Number & Type of Coaches
School
Improvement
37
Mentor 27
Technology 89
Curriculum &
Instruction 181
Curric & Instruc
Technology
School Improv
Mentor
20
Count of Coaches By Funding Source
ARRA, 3
Ed Jobs, 16
County, 48
Title II, 127
ECE, 1
IDEA, 14
Levy, 6
RLIS, 10
State, 37
ARRA
County
Ed Jobs
ECE
IDEA
Levy
RLIS
State
Step 7
Title I, 137
Step 7, 5
Title I
Title II
21
Did you know that for Title Programs...
• there is no limit to the amount of
federal funding you may choose to
spend on coaches?
• coaches may count toward the
mandatory requirements of 10% PD
for Title I or 25% PD for Title II, Part D?
22
Categories of Coaches in West Virginia
Curriculum &
Instructional
Work of Curriculum &
Instructional Coaches
23
Categories of Coaches in West Virginia
C&I
Technology
24
Categories of Coaches in West Virginia
C&I
Technology
School
Improvement
25
Categories of Coaches in West Virginia
C&I
Technology
Induction
School
Improvement
26
Coaching for School Growth
The Work/Influence that is Common to
All Coaches in West Virginia
27
Why Coaching?
“Coaching facilitates learning from
and with colleagues, sustained over
time, where reflection, analysis,
dialogue and problem-solving
strategies are applied.”
Kinkead, 2007
1
Effective Coaches
• Create partnerships with
teachers, teacher teams and
principals
• Establish trusting
relationships
• Facilitate instructional
growth
Kinkead, 2007
1
WVDE’s Professional Learning Structure
of Support for
West Virginia Coaches
Task Force Recommendations for
supporting coaches and mentors
Policy Support
(teacher induction)
Strategic
Professional
Development
Resources
Supporting Improved Learning
and Instruction through a
Community of Practice
1
Organizational Learning
Collaborative
Conversations
Data /
Evidence
Collective
Commitment
Psychology of Learning
Student Self
Efficacy
IMPACTS
STUDENT
ACADEMIC
SUCCESS
Collective
Efficacy
Instructional Best Practices (CAI)
Kids See Their Learning
Is Different/Better
“Student Sees Success”
Instructional/Engagement
Change
Coaching for School Growth
The Work of Coaches
Supporting All Educators
A. Coaching Teaming Processes (collaborative and
leadership teams)
B. Coaching for Professional Performance (individual
educators)
1. Specific Technical Assistance for Individual Teachers
2. Induction: Mentorship and/or Coaching of Beginning
Teachers
Standards for Professional Development
The WVBOE has adopted the Learning Forward (formerly National Staff Development
Council) Standards for Professional Learning, as its guide for providing high quality
professional development. According to the standards, professional learning that
increases educator effectiveness and results for all students:
Occurs within learning communities committed to continuous improvement,
collective responsibility, and goal alignment;
Requires skillful leadership to develop capacity, advocate, and create support
systems for professional learning;
Requires prioritizing, monitoring, and coordinating resources for educator
learning;
Uses a variety of sources and types of student, educator, and system data to plan,
assess, and evaluate professional learning;
Integrates theories, research, and models of human learning into learning designs to
achieve its intended outcomes;
Applies research on change and sustains support for implementation of professional
learning for long-term change; and
Aligns its outcomes with educator performance and student curriculum standards.
Is Professional Development in your
district primarily based on….
• Teacher preferences?
• Grant determinants?
• Various district offices’ control?
Effective Professional Development
• Why?
• How?
• What?
• Peer Support
Let’s Ponder
Implementation
“In theory there is no difference
between theory and practice;
in practice, there is.”
variously attributed to
Jan La Van De Snepscheut
or Albert Einstein
or Yogi Berra
Transferring Professional Development Learning into
Classroom Practice
Component
Knowledge Skill Transfer
• Why? Theory
10%
5%
0%
• How? Demonstration 30%
20%
0%
• What? Practice
60%
60%
5%
• Peer Support
95%
95%
95%
Organizational Learning
Collaborative
Conversations
Data /
Evidence
Collective
Commitment
Psychology of Learning
Student Self
Efficacy
IMPACTS
STUDENT
ACADEMIC
SUCCESS
Collective
Efficacy
Instructional Best Practices (CAI)
Kids See Their Learning
Is Different/Better
“Student Sees Success”
Instructional/Engagement
Change
Which way will your District
Leadership Team choose to
support professional
development?
Which ways will your District
Leadership Team support
collaborative teaming ?