effective professional development
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Effective Professional Development
Using an OBM Approach
Melissa Owens
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Activity: K-W
On one sticky note write about a positiveprofessional development experience. Knowing
what you do now about OBM, were any of theOBM methods used?
One another sticky note write about a
professional development experience that couldhave been better. Knowing what you do nowabout OBM, what OBM methods could havemade the experience better?
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Discussion Point: Why Do We needProfessional Development?
Remain current Improve teaching abilities
Add to our toolbox
Improve quality of education
(Glickman, Gordon, & Gordon-Ross, 1999)
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Typical Professional Development
Training Involvement in a development of improvement
process
Inquiry
Individual professional development Observation/ assessment
(Glickman, Gordon, & Gordon-Ross, 1999)
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Effective Professional Development
Discussion Point: Based upon your experiences,
what worked? What didnt work?
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Effective Professional Development
Effective staff developmentrelates theory
and application by combining presentation withdemonstration, practice and feedback, withfollow-up in the school in the form of technicalassistance, coaching and peer support
Effective staff development in regards to trainingis a useful technique for changing a variety of
behaviors as OBM researchers have found.
Johnson, Redmon, & Mawhinney, 2008
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Organizational Behavior Management
Creating a professional development experience
that is effective is the part of OBM referred to asthe program.
Aprogram can be a treatment (wage subsidy),an intervention (a training opportunity), or an
independent variable (reinforcement program).
Johnson, Redmon, & Mawhinney, 2008
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Data-Driven OBM and PD
ProfessionalDevelopment should be data-driven
with a specific goal in mind that theadministration is looking to achieve.
Why or how will the professional developmentincrease student achievement?
Amultiple baseline design can be used in astepwise fashion (staggered) and is best to use
because it will answer program evaluationquestions.
Johnson, Redmon, & Mawhinney,2008
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As an Administrator, How to Make PDEFFECTIVE
Focused
Time to implement Collaboration
Adequate support
Comfort and Confidence
Research based Incorporated district, building, department, and
or individual goals.
(Penuel,Fishman, Yamaguchi, & Gallagher, 2007)
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Reinforcement During PD
Administrators who use feedback as a source of
reinforcement will add value to the context ofthe training.
The value of a work setting will increase and thevalue of remaining in it will increase when more
positive reinforcements are obtained thereinwhether they are contingent on performance ornot.
Johnson,Redmon, & Mawhinney, 2008
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Other Elements that can make PDEffective
Planning Provide an agenda Begin and end on time Utilize demonstrations
Include hands-on activities Be patient-show a sense of humor Offer prizes and rewards Include an evaluation Offer follow up activities
Physical Conditions
Evaluations (see resource folder)
Evaluation is an integral and essential component ofstaff development, contributing to ongoing decision-making, modifications and improvement.
(Penuel, Fishman, Yamaguchi, & Gallagher, 2007)
(Bishop,& Janczak,2005)
(Emergency Librarian, 1994)
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How can Administrators and TeachersWork Together to Make PD Effective? Examine the current school philosophy
regarding teacher and learning. Organize study groups to discuss contemporaryviews of learning.
Examine goals of current school improvement
plan and adapt them to meet current needs. Create school improvement teams that design
activities to create learning organizations. (Cook, Fine, Sparks, & Hirsh, 1996)
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Discussion Point: PD Experiences?
Mentoring
Skill development
Teacher centers
Teacher institutes
Collegial supportgroups
Networks
Leadership rolls
Reflection writing
Individual plans
Partnerships
(Glickman, Gordon, & Gordon-Ross, 1999)
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Motivating the Adult Learner
2 types of motivation:
Intrinsic: comes from within, the biggest rewardis knowing that you accomplished something
you set out to do
Extrinsic: comes from outside sources
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Incentives for Teachers: What motivates,
What matters (Johnson, 1986)
ExpectancyTheory: Individuals are more likelyto strive in their work if there is an anticipatedreward that they value such as a bonus or apromotion then if there is none
EquityTheory: Individuals are dissatisfied ifthey are not justly compensated for their efforts
and accomplishments Job Enrichment Theory: Individuals are more
productive when their work is varied andchallenging
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4 tips for motivation
Make sure the content is relevant
Bring in life experiences
Be flexible
Make sure the content is challenging and varied
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Make the information Relevant
Skills training is not appropriate in situations
where people already possess skills needed toexecute the desired behavior.
Self-management training or the use ofmotivational strategies such as
goal setting and contingentreinforcement are moreappropriate.
Johnson,Redmon, & MaWhinney, 2008
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Bring in Life Experiences
Adults have had a lot more experiences the kids,
use this to your advantage Help them integrate this knowledge into new
learning
Be careful of This is howI did it . . .
discussions
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Be Flexible
Adults have a lot of responsibilities outside of
your class, the more information youve giventhem the further in advance, the better
Allow teams to examine more specific topicsinside your general curriculum that they choose
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Challenge/Variation
Adults have a lot on their minds, if they are not
challenged and the work isnt varied they willlose focus
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Collaborative PD
Professional dialogues would be more effective ifteachers have a sense of ownership.
Teachers appreciated being able to shareconcerns and needs in regards to including
students in their classrooms with colleagues.(Schumm & Vaughn, 1995)
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Collaborative PD
To achieve the dual goals of quality professional
learning for all teachers and academicachievement for all student groups (NSDC,2001), principals are encouraged to incorporatepractices inclusive of all faculty members.
Study groups allow school practitioners to studyrelevant research and teaching strategies formaking decisions on how to impact studentachievement and school culture
Mullen & Hutinger, (2008).
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Collaborative PD
Study group refers to faculty members who
gather to discuss student work, instructionalstrategies, and school wide goals or initiatives
study groups require participation from allfaculty members focused on a common vision
for student learning; these serve as a viablemethod for facilitating high-quality professionaldevelopment in support ofNational StaffDevelopment Counsel guidelines.
Mullen & Hutinger, (2008).
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Collaborative PD
Recent research on highly effective practices in
teacher development affirms that participationin study groups affords teachers an opportunityto prioritize student needs and schoolimprovement goals, not only on a consistent
basis but also in a supportive context
Mullen & Hutinger, (2008).
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Collaborative PD
Although classroom teachers are agents of
instruction, objects of change, and facilitators ofstudent learning, the principal is the crucialfactor in the success of faculty study groups.
Mullen & Hutinger, (2008).
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Key Topics for Administrators
On-Site Professional Development
T
he best resource in the room is the teacher, weshould invest our money there
Greater understanding by teachers leads to greaterfidelity with regard to the implementation ofEBP,as well as the ability to meet individual needsmore effectively
(Kennedy, & Shiel, 2010)
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Key Topics for Administrators
On-Site Professional Development
F
acilitators provided in-class modeling of newinstructional practices discussed during PD
Teachers took notes and looked for evidence of theeffective components of these lessons
Facilitator would revisit classrooms to look forthese same effective components
(Kennedy, & Shiel, 2010)
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Key Topics for Administrators
SelfDetermination Skills
When students are taught to self-regulate,problem solve, make decisions and set goals theyhave greater access to the general curriculum
Students were taught to plan and learn along withcontent, this offered greater access over time andacross content
(Palmer, Wehmeyer, Gipson, & Agran, 2004)
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Key Topics for Administrators
SelfDetermination Skills
When a problem is posed, students focus onsolving it in 3 phases:
1) Phase 1: What is my goal?
2) Phase 2: What is my plan?
3) Phase 3: What haveI
learned?(Palmer, Wehmeyer, Gipson, & Agran, 2004)
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Key Topics for Administrators
Better Knowledge of General Ed. Curriculum.
Helps Spec. Ed. Teachers find the balance betweenremediation and instruction
(Abell, Bauder, & Simmons, 2005)
Improved alignment of expected outcomes,
teaching strategies and assessments Better connections between subject areasthrough curriculum mapping
(March, & Peters, 2002)
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Key Topics for Administrators
Better Understanding ofEffective Instruction
As teacher collaborate to implement effectiveinstructional techniques, access for Spec. Ed.Students is increased
x This includes UDL (Wehmeyer, 2006)
(Abell, Bauder, & Simmons, 2005)
Teachers should focus on varying instructionalmethods, utilizing authentic assessments, high-quality materials and cooperative work
(March, & Peters, 2002)
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Key Topics for Administrators
Curriculum and Instruction are Affected by:
The attention given to higher order thinking skillsand activities
The variety of instructional methods
x Guided discussion, action research, technology
Learning constructs
x Levels of questioning, visual organizers
(March, & Peters, 2002)
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Available PD for Access to the Gen. Ed.Curriculum
www.edcatorsprofessionaldevelopment.com
www.PaTTAN
.net (professional development --> resources/ calendar)
http://www2.ed.gov/teachers/dev/contedu/edpicks.jhtml?src=ln
http://www.ascd.org/professional_development.aspx
www.discoveryeducation.com
www.nsdc.org
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Activity: -L
On a sticky note, share something you learnedfrom todays presentation on ProfessionalDevelopment using an OBM approach.
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References Abell, M. M., Bauder, D. K., & Simmons, T. J. (2005). Access to the general curriculum: Acurriculum
and instruction perspective for educators. Intervention in School and Clinic, 41, 82-86. Bishop, K., & Janczak, S. (2005). Conducting effective staff development workshops.Library Media
Connection, 33. Cook, C. Fine, C., Sparks,D., & Hirsh, S. (1996). Critical issues: realizing new learning for all students
through professional development.North Central Regional Educational Laboratory. Retrievedfromwww.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd200.htm
Emergency Librarian. (1994). Effective staff development.Emergency Librarian. 22, 1. Glatthorn, A.A. (1990). Cooperative professional development: Facilitating the growth of the special
education teacher and the classroom teacher.Remedial and Special Education, 11, 29-34. Glickman,C., Gordon, S., Ross-Gordon, J. (2007)Supervision and instructional leadership: A
developmental approach. (Rev. ed.) Boston: Pearson. Johnson, S. (1986). Incentives for teachers: What motivates, what matters.Education Administration
Quarterly,3, 54-79.
Johnson, C.M., Redmon, W.K., & Mawhinney, T.C. (2008). Handbook of organizational performance.Binghamton: The Haworth Press.
Kennedy,E., & Shiel, G. (2010). Raising literacy levels with collaborative on-site professionaldevelopment in an urban disadvantaged school. The Reading Teacher, 63, 372-383.
Lee, S.H., Wehmeyer, M.L., Soukup, J.H., & Palmer, S.B. (2010). Impact of curriculum modifications onaccess to the general education curriculum for students with disabilities.Exceptional Children, 76, 213233
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References Cont.. Leko, M.M., & Brownell, M.T. (2009). Crafting quality professional development for special
educators: What school leaders should know. TEACHING Exceptional Children, 42, 64-70. Mullen,C., & Hutinger, J.L. (2008). The principals role in fostering collaborative learning
through faculty study group development. Theory Into Practice. 47, 276-285.
March, J. K., & Peters, K. H. (2002). Curriculum development and instructional design inthe effective schools process. Phi Delta Kappan, 83, 379-381.
Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to thegeneral curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439.
Panuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professionaldevelopment effective? Strategies that foster curriculum implementation.American
Educational Research Journal, 44, 921-958.
Schumm, J.S., & Vaughn, S. (1995). Meaningful professional development inaccommodating students with disabilities.Remedial and Special Education, 16, 344-354. Wehmeyer, M. L. (2006). Beyond access:Ensuring progress in the general education
curriculum for students with severe disabilities. Research and Practice for Persons withSevere Disabilities, 31, 322-326.
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