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CREATING PROFESSIONAL DEVELOPMENT THAT WORKS

What Every Teacher Educator Needs to Know

Andrea L. Ray, Ph. D.

ReferenceRay, A. L., (2015). Creating professional development that works: What every teacher

educator needs to know. Lanham, MD: Rowman & Littlefield Publishers.

THE INTENTIONAL DESIGN PROCESS

Connect

Reflect

Apply

Copyright © 2016 [ANDREA L RAY]. All Rights Reserved.

In order to use to design process effectively you need to be able to do three things:

outline design tasks, determine which design paths are embedded in the task, and

assess design paths.

The Delivery Framework

Design Cycles

Design Cycles

AnalysisDesign

&Develop

Implement Evaluate

2


Mental Systems

Mental Systems

Self-system

Metacognitive

Cognitive

Knowledge Translation Element

Knowledge Translation

Connect

Reflect

Apply

3


T

The Delivery Framework


Design CyclesMental SystemsAnalysis

Design&

DevelopImplement Evaluate

Connect Self-concept

Reflect Metacognitive

Apply Cognitive

Planning Procedure

Design Tasks

1 4 7 10

2 5 8 11

3 6 9 12

4


5


Design Paths

Core and Structural Characteristics of High-Quality Professional Development

Active learning

Coherence

Content Focus

Duration

Collective Participation

Knowledge Domains

Content Knowledge (CK)

Pedagogical Knowledge (PK)

Educational Technological Knowledge (ETK)

Principles of Adult Learning

Self-concept

Learner’s experience

Learner’s readiness to learn

Learner’s orientation to learning

Attributes of Innovations that Affect their Rate of Adoption

Relative advantage

Compatibility

Complexity

Trialability

Observability

6


Demonstration


Design CyclesMental SystemsAnalysis

Design&

DevelopImplement Evaluate

Connect Self-concept

Reflect 2 Metacognitive

Apply Cognitive

Using the Delivery Framework to Outline Design Tasks

The Design Cycle

Design Cycles

Analysis

2

The Analysis Design Cycle

7


The Mental System

Mental Systems

2 Metacognitive

Metacognitive Mental System

The Knowledge Translation Element


Reflect 2

The Reflect Translation Element

8


Design Task 2

Personal Learning Plan Summary

This activity is designed to allow you to address any gaps in content knowledge,

pedagogical knowledge, or technological knowledge you feel might prevent you

from using the information presented during professional development in its

optimal form.

Part One

Identify learning gaps that might prevent the knowledge presented during this

experience from being applied. Identify each gap as Content Knowledge,

Pedagogical Knowledge, or Educational Technological Knowledge. Create a goal for

each learning gap and place it in the table.

Part One Template

Knowledge Domain Goal

Content Knowledge

Pedagogical Knowledge

EducationalTechnological Knowledge

9


Embedded Design Path

Design Task Design Path Extrinsic/Intrinsic

2 Coherence Extrinsic

Notes: Teachers know what they would like to learn from professional development before it starts. This activity should strengthen the alignment between the PD content and the teachers’ pre-existing goals.

Design Path Assessment

# Statement

Stro

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gree

Agr

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Nei

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Agr

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nor

Dis

agre

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Dis

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1The knowledge and skills I learned are related to my instructional needs as a teacher.

10


Part Two

In part two you set benchmarks for the goals you previously set in part one of this

activity.

Part Two Template

Knowledge Domain Benchmark

Content Knowledge

Pedagogical Knowledge

EducationalTechnological Knowledge



2 Self-concept Extrinsic

11


Notes: Identifies own benchmarks


# Statement

Stro

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y A

gree

Agr

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Nei

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Agr

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nor

Dis

agre

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Dis

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2 This activity allowed me to set my own learning goals and benchmarks.

Part Three

In part three you identify the professional development setting in which you would

like to complete your personal learning plan.

Part Three Template

ProfessionalLearning

SettingSection Office Hours Walkthrough

My Preference More comfortable

Less comfortable

12


Somewhere in between



2 Learner’s Experience Extrinsic

Notes: adds to pre-existing knowledge and skills


# Statement

Stro

ngl

y A

gree

Agr

ee

Nei

ther

Agr

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nor

Dis

agre

e

Dis

agre

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Stro

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3The knowledge I learned during this activity is useful and adds depth to my classroom practices.

13


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A Letter from a Seventh Grade Teacher

Easier to Read Version

I have always viewed professional development as something that I need to just get through, a requirement. I can actually see how professional development would be more productive with the process created by Andrea Ray. If teachers have the opportunity to actually be a part of the development of their learning, it becomes meaningful. Teachers, like students, often need one-on-one instruction, small group, and paired activities. We know what our strengths and weaknesses are. Recently, it was suggested that we take an online professional development. Sounds great right? There were several problems. Teachers had to beg other teachers to work with them one-on-one if they didn't understand parts of the training. Think of how much more meaningful it could have been to have teachers working face to face discussing some of the information that they were using to design their quizzes, and student pages. Those less experienced with technology could have had immediate help. Those who needed to work at their own pace could get the job done, but still be enriched with discussion with other teachers. Teachers learning from other teachers, brilliant!

Contact Information

Andrea L. Ray

(302)545-6135

[email protected]

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