please do now…. - prodev.dadeschools.netprodev.dadeschools.net/pdfs/october 2013 ppt - day...

Please Do Now….

As you enter the room please read the quotes about change on the posters

around the room. Select one that speaks to you and write a few

sentences that explain why you selected this particular quote.

Professional Learning Support Teams

Expected Outcomes • Develop clarity about the role of the Professional

Learning Support Team

• Reflect on characteristics of high-quality professional development

• Review the Standards for Professional Learning and the Florida Professional Development Protocol Standards

• Develop knowledge and skills to facilitate the implementation of Professional Learning Communities

Agenda – Day 1 • PLST Overview

• CBAM – Theory of Change

• Principles of Adult Learning

• Standards for Professional Learning

• Florida Professional Development Protocol Standards

• Team Self Assessment

• Reflections

Find Someone Who…

• If schools are to meet the educational needs of all students, leadership must be shared.

• Teacher effectiveness and retention are enhanced by professional collaboration and support.

• Teachers should be supported through professional learning experiences relevant to their instructional responsibilities.

Beliefs

Norms

• Listen

• Engage

• Ask

• Reflect

• Nurture

In order to enhance this learning experience…

M-DCPS Center for Professional Learning

Emphasis on school-based professional development

Development of a professional learning

culture in every school

2013-2014

Transition from “training events” to collaborative processes

Focus on deep understanding of Common Core State Standards

Intentional, intensive support for collegial

learning teams

Alignment of professional learning and evaluation

through deliberate practice

Redevelopment of the District’s PD System

And Beyond

Knowledge & Skills

Collaborative Culture

Continuous Improvement

Shared Leadership

Collective Responsibility

Promoting a Culture of Professional Learning

Results Orientation

•Other key teacher leaders

•PD Liaison

•Assistant Principal

Recommended Team

Composition

So now, The Professional Learning Support Team

PLST Support Activities

Determine the professional development needs of staff


Professional Development Plans are created based on results of the needs assessment


Facilitate collegial models of professional learning • PLC • Lesson

Study • Book Study


Monitor the implementation fidelity of models of professional learning


Evaluate the impact of professional learning on teacher practice and student learning

Please be back @ 10:15

Thank you.

Change quotes

Change Activity

What does this

activity tell us about

change?

Change Theory CBAM = Concerns-Based Adoption Model

• Before CBAM – The assumption was that once a new innovation was introduced through publicity and training, its successful implementation was assured.

Change Theory

Change Theory

• Change is a process, not an event.

• Change is a personal experience involving developmental growth in feelings (stages of concern) and skills (levels of use).

• Personal concerns and resistance are legitimate.

Change Theory

http://www.sedl.org/cbam/


Innovation Configuration Map

• Provides clear, specific descriptions of what the innovation/change should look like

• Describes what is ideal, acceptable or unacceptable

• Differs from a rubric: describes vs. rates

• Clarifies the expectations

Stages of Concern

Acknowledging Stages of Concern allows leaders a method of assessing readiness for

change and providing appropriate support/interventions



Levels of Use

The CBAM Levels of Use is a continuum that identifies and

describes differing levels of use of an innovation/change…

from non-use to full integration and renewal.



Professional Learning

• As you view the video clip, please think about how it relates to professional development.

I Love Lucy

Principles of Adult Learning

Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasizes the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasizes more equality between the instructor and the adult learner.

Time for lunch…

Please be back @ 12:30 p.m.

Thank you.

Standards for Professional Learning

• Learning Communities • Leadership • Resources • Data • Learning Designs • Implementation • Outcomes

http://www.learningforward.org/


Why Standards for Professional Learning?

• Standards make explicit that the purpose of professional development is for educators to develop the knowledge, skills, practices, and dispositions to help students perform at high levels

• Standards guide the design, implementation, and evaluation of professional learning



Linked to Student Results 1

Standards-based

professional learning

2 Changes in

educator knowledge, skills, and

dispositions

3 Changes in

educator practice

4 Changes in

student results

Standards Layout

• Stem: “Professional learning that increases educator effectiveness and results for all students…”

• Introductory paragraph

• 3 Core Elements

• Related research



Unpacking the Standards



Transfer of Learnning to Practice

TRAINING

STRATEGIES

OUTCOMES

KNOWLEDGE Level

DEMONSTRATION OF BEHAVIOR

TRANSFERED TO WORK SETTING

PRESENTATION OF CONCEPTS AND

RESEARCH THEORY 85 15 10 DEMONSTRATION OF

BEHAVIOR 85 18 10 LOW RISK PRACTICE

WITH FEEDBACK (MICRO-TEACHING) 85 80 15 COACHING IN THE

WORK SETTING RE: BEHAVIORS AND

DECISIONS 90 90 80

Research: Bruce Joyce & Beverly Showers

Please be back @ 2:15

Thank you.

Florida Professional Development Protocol

• Standards for Professional Development in Florida

• All Florida Districts are reviewed on a four-year cycle

• We receive a rating on each standard at each level: Educator, School, District

• Standards fall under 4 strands: Planning, Learning, Implementing, and Evaluating

Plan for Site Visit

District Review

Action Plan

Implement

Plan for Site Visit

District Review •Approximately 20 reviewers • 5 days

Action Plan •District creates an Action Plan for Improvement for ratings below 2.0 Implement •District implements Action Plan for Improvement

District Review Cycle

•District reviews the standards •Conducts self-assessment

Interview with administration

Private interviews with pre-selected staff

One full day

Approximately 35 schools

District Review – School Site Visits

Research and/or

Evidence-based

Learning

Rigorous and Relevant Content

Evaluation –

Parallel standards

across all 3 levels

Learning Communities

Emphasis

Judgment Scale

1 Unacceptable Little or no evidence that the district is implementing standard

2 Marginal Inconsistent evidence (observed in a few faculty

or schools, a few components of the standard)

3 Good Considerable evidence (observed in many faculty or schools, many components of the standard)

4 Excellent Pervasive evidence (almost all faculty and

schools, almost all components of the standard)

Documents Reviewed Educator Level • IPDP • Inservice Record • Learning Communities

• Agendas • Schedules

• Other

School Level • Data related to PD at school

site • Last 2 years of SIP • FCIM documents if

appropriate • Last 2 years IPDP for all

educators

Overall: 3.26

Educator Level 2.88

School Level 3.13

District Level 3.79

2009 Protocol Review- Results

M-DCPS 2009 Excellent Ratings

School Level Educator Level 2.1.1 School Needs Assessment 2.1.4 Coordinating with SIP 2.2.1 Relevance of Professional Development 2.2.2 Learning Strategies 2.2.5 Time Resources 2.2.7 Coordinated Records

1.2.6 Coordinated Records

3.5 and above


• Planning: What planning occurs to organize and support the professional learning for teachers?

• Learning: What is the quality of the learning in which educators participate?


• Implementing: How do educators apply the skills and knowledge gained through professional learning?

• Evaluating: What evaluation occurs to ensure that the professional learning resulted in educators applying what they learned in the classroom and improvements in student learning occurred as a direct outcome?

Self-Assessment PLANNING

What planning occurs to organize and support the professional learning for teachers?

What are we currently doing? New ideas and strategies we should consider:

LEARNING What is the quality of the learning in which educators

participate?

How do we determine the quality? What are our criteria? New ideas and strategies we should consider:

IMPLEMENTING How do educators apply the skills and knowledge gained

through professional learning?

How do we currently monitor and support implementation? New ideas and strategies we should consider:

EVALUATING What evaluation occurs to ensure that the professional learning resulted in educators applying what they learned in the classroom and improvements in student learning occurred as a direct outcome?

How do we currently evaluate the effectiveness of professional learning? New ideas and strategies we should consider:

Putting it All Together

“Intellectual growth should commence at birth and cease only at death.”

Albert Einstein