Gifted Academy 5: Professional Learning in
Gifted Programs
2014Mary Schmidt
Gifted Education ConsultantHeartland AEA
[email protected] ext. 14375
http://pdingt.pbworks.com
Essential Questions
What is Professional Learning?
What Professional Learning do we need?
How do I develop/deliver Professional Learning?
How do I know Professional Learning is making a difference?
Learning TargetsI can…
Assess staff needs for professional learning that will enhance comprehensive gifted programming
Align professional learning with other components required by Iowa Code (Ch. 12, IAC) and national standards
Identify and choose models and types of professional learning most appropriate in a given situation
Identify effective professional learning practices for adult learners
Evaluate g/t staff development
AGENDAWelcome; ready-set-recall
Using standards to drive professional learning
Professional development standards
Issues that drive professional learning
Characteristics of adult learners
NORMS
Support each other in the learning process
Monitor progress (individual/group)
Ask questions
Respect others’ viewpoints
Take time to reflect
Ready, Set, RecallW
hat
do y
ou
rem
em
ber?
What professional learning do
we need?
Using Standards to Define the
Target
The Gifted PD plan should
Be aligned with other district staff development efforts
Be an integral part of a deliberately developed continuous improvement effort
Be designed and implemented collaboratively by classroom teachers, g/t specialists, and administrators
Include long-term and short term goals
The Gifted PD plan should
Contain content that is viewed by participants as necessary to achieve the desired end
Be consistent with recommended strategies of experts in gifted education and staff development
Differentiate PD to address critical differences among participants
Include a plan for assessing the effectiveness of the staff development goals
Right PD, Right Time
Rig
ht
PD
, R
igh
t Tim
e
NAGC–CEC Teacher Preparation
Standards in Gifted and Talented
Education1.Learner Development and Individual Differences
2. Learning Environments
3. Curricular Content Knowledge
4. Assessment
5. Instructional Planning and Strategies
6. Professional Learning and Ethical Practice
7. Collaboration
http://www.nagc.org/uploadedFiles/Information_and_Resources/NCATE_standards/NAGC-%20CEC%20CAEP%20standards%20%282013%20final%29.pdf
Advanced Standards
1. Assessment
2. Curricular Content Knowledge
3. Programs, Services, & Outcomes
4. Research and Inquiry
5. Leadership and Policy
6. Professional and Ethical Practice
7. Collaborationhttp://www.nagc.org/uploadedFiles/Information_and_Resources/Advanced_standards/Advanced%20Standards%20in%20GT%20%282013%29.pdf
NAGC Programming Standards
Gifted Ed Programming Criterion 6
Professional Development Description: Professional development is
essential for all educators involved in the development and implementation of gifted program services. PD is the intentional development of professional expertise as outlined by the NAGC-CEC teacher preparation standards. PD may take many forms ranging from…
⏎
Attitudes, Beliefs, and Assumptions
Examine Program Goals and Student
OutcomesLook at your own plan’s program goals
How well are doing at meeting those goals? How do you know?
What professional learning would assist you in hitting the target? For… teachers of gifted? classroom teachers? administrators? school board? parents and community?
Making Connections
What professional learning is already going on in your building/district?
Where does gifted fit?
What are the connections you can make to existing knowledge, skill, and practice?
Law of Initiative Fatigue
When the number of initiatives increases while time, resources, and emotional energy are constant, then each new initiative – no matter how well conceived or well intentioned – will receive fewer minutes, dollars, and ounces of emotional energy than its predecessors.
--Reeves, p. 27
SCENARIOSForm groups of four
Read your chosen scenario
Identify the issues presented which might be impacted or rectified by focused professional learning opportunities. Consider assessing needs, stakeholders/audience, modality (format for learning), and focus/content.
PLANNING PD… What else do you need to know?
How would you get the answers?
Based on current information, where would you start?
What are the major issues to address in your staff development plan?
Who would be best equipped to deliver information and support/coach participants in implementation?
Who would your teachers best hear the message from?
There’s nothing worse than a sharp image of a
fuzzy concept.
--Ansel
Adams
WRITE YOUR OWN SCENARIO
Find a partner
Consider the context in which you work.
Identify the major aspects of your work. Administrative support Building-specific issues Personal expertise Gen. Ed. attitudes and knowledge level
Describe
Write Your Own Scenario
Identify the building by level
Think about a situation that is troublesome to/for you.
Capture the general tenor of the setting in terms of attitudes about gifted
Describe roadblocks and barriers along with anything you’ve tried that has/n’t been successful.
Model your scenario after the examples if that is helpful.
SHARE THE SCENARIO
Find a partner
Share your scenario
Identify the issues and what you still need to know
Prioritize for audience(s) to be impacted
Determine formal and informal aspects of PD (use Inservice Design template to determine format)
Use this information to formulate your plan.
ASSESSING NEEDS
What information do you need?
Who could/would best supply that information?
What questions will most effectively provide that information?
What format would be most effective in gathering the information?
TEACHER ATTITUDES
What’s Your Mindset?
http://www.mindsetonline.com
Explore the Web site.
What surprises you?
What validates you?
What can you do with these results?
How can you use this information with others?
Teacher Growth States
Gourmet Omnivore
Active Consumer
Passive Consumer
Reticent
Joyce & Showers
JIGSAW
Form two groups
Group 1: research characteristics of adult learners. Identify at least 10 and prepare to share them with the class.
Group 2: research what motivates adult learners. Identify at least 10 things and share with the class
Adult Learners……possess a variety of background experiences and prior learning
…need to participate voluntarily in the learning experience
…learn best if they have control over the learning environment
…desire practical applications
…require a respectful environment
…enjoy collaboration
…need to integrate new learning with prior experience
…believe in lifelong learning
… act as change agents
Adult Learners Need…
…to be involved in the design of learning
…to be encouraged to be self-directed
…a facilitator rather than a didactic instructor
…to have learning styles respected
…a climate conducive to learning
…to use past experience in the learning process
…to see relevance to their own lives in the learning experience
Brookfield