Welcome
School-Based Professional
Learning Modules to Support
Implementation of Initiatives
Vicki Duff
Senior Consultant, Learning Forward
President, Learning Forward New Jersey
Victoria.duff@learningforward.org
www.learningforward.org
Outcomes
• Become familiar with the purpose, activities and
content of the four school-based units
• Engage with colleagues to plan and present
some key ideas and samples of information from
one specific unit
• Consider how you will strategically use the units
to improve the quality of professional learning
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Introductions
My role as a LEADER OF LEARNING
is ………
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Agreements
• Ask questions.
• Engage fully.
• Listen carefully to hear perceptions.
• Contribute and expand on ideas.
• Open your mind to new possibilities.
• Trust your colleagues.
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Belief
The Common Core, educator
effectiveness systems, and new
assessments require a different kind of
professional learning –
one that is centered on
communities of learners.
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Assumption
School-based teams sometimes lack the
skills to engage in deep collaboration. They
may fear conflict or have limited
understanding of how to manage change or
facilitate the work of the team.
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Agenda
Topic
Welcome and introductions
Professional Development Units
• Purpose of units
• Uses for units
• Content of the units
Mini-presentation of unit on Standards for Professional Learning
Planning for your unit presentation
Unit presentations by teams
Reflection
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TPL II
The Goal
Improve educator practice and student
learning experiences in high-poverty schools
and school systems by supporting application
of TPL findings and resources to advance
implementation of the Common Core or
content standards through Learning Forward
networks (affiliates, SEAs, and BIG 50
districts).
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Key Tools
Transforming Professional
Learning
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Overview
Explore four units
created to help
principals and teacher
leaders develop their
capacity to facilitate
school-based
collaborative
professional learning.
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Purpose
• Use the modules to support the effectiveness
of teams, develop a common language, or
deeper understanding of the
structures/processes of professional
learning
• Use the modules as resources for ongoing
dialogue and expanding their knowledge of
professional learning.
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Four
Modules
• Managing Change
• Facilitating Learning Teams
• Learning Designs
• Standards for Professional Learning
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Content
Each unit includes:
Background readings
Protocols to guide learning and discussion
Suggested processes and strategies for
professional learning
Additional resources
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Essential
Components
Each unit is comprised of:
• Facilitator’s packet (overview, agenda,
goals, handouts, activities)
• Power point with notes
• Power point without notes
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Readiness
• Willingness
• Inclination
• Just-in-Time
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• Appropriateness
• Suitability
• Relevant
Introduction to the
Standards for Professional Learning
Standards for
Professional
Learning
Learning objectives
Learners will be able to …
• Explain the purpose of the Standards for Professional
Learning.
• Identify the implications of the prerequisite for professional
learning.
• Understand the purpose and key components of the Standards
for Professional Learning.
• Identify the alignment between the cycle of continuous
improvement and the professional learning standards.
• Identify actions to take to improve professional learning within
the school or district.
Standards for Professional Learning
2
Agenda
Standards for Professional Learning
3
Professional
Professional
vs.
learning
development
Standards for Professional Learning
5
All professional learning is not
created equal.
Standards for Professional Learning
6
Why do we need standards for
professional learning?
1. Silently read Handout 2.1.
2. As a table team, chart the similarities and
differences between the two scenarios.
2. At your table, predict which professional
learning scenario will result in a higher level
of implementation. Explain why.
Standards for Professional Learning
7
Relationship between professional
learning and student results
1. In teams of four, review Handout 2.2.
2. Discuss how might you explain these ideas
to others.
3. Use a metaphor describe the
relationship.
Standards for Professional Learning
8
Introduction to the standards
• Watch the video.
http://learningforward.org/video-test#.USfvYoU25mN
• Use Handout 2.3 as you watch.
• At your table, discuss your responses to the
questions on the viewing guide.
Standards for Professional Learning
9
Standards card sort
1. Use the task directions and materials at your
table to complete the card sort.
1. Make observations about the results of your
card sort.
1. Check your work and discuss variations.
Standards for Professional Learning
10
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25
Cycle of continuous
improvement
Standards for Professional Learning
13
Getting
Ready
Accessing the Professional Learning Modules
• www.learningforward.org
• Common Core
• School-based Professional Learning for
Implementing the Common Core
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27
Julia Childs’
method
•Tell what we’re cooking
(unit objectives)
•View the recipe
(important components of
the unit)
•Demonstrate how to
mix the ingredients
(sample activity or
discussion)
•Pop it in the oven; then
show what it looks like
when cooked (overall
comments)
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MINI
PRESENTATIONS
• What is important for leaders to know in
preparation for using the module?
• How will you effectively showcase the
essential components of the module?
• How might the module be used for your
purposes?
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29
Managing
Change
Facilitating
Learning
Teams
Learning
Designs
Implementation cannot be
assumed; it needs to be
supported.
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REFLECTIONS
• How will the skills presented in the modules
support implementation?
• How might you describe innovation as a
result of previewing the modules?
• What inspiration will lead you to action?
• What are the inconsistencies you will need
to address in your site to use the modules?
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