professional development: benchmarking state implementation of college- and career-readiness...

ProfessionalDevelopment

January 2015

Findings across states from SREB’s

Benchmarking State Implementation of

College- and Career-Readiness

Standards, Aligned Assessments

and Related Reforms

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ContentsProfessional Development

What professional learning opportunities have state

departments of education provided to help educators

implement their new college- and career-readiness

standards?

Criteria

Delaware

Tennessee

Goals, approaches

Major initiatives

Tailored for leaders

Sustainability

Professional Development | Benchmarking College- and Career-Readiness Standards

page 3 page 4 page16

Participating

states

Findings

across states

Highlights from

leading states Methodology

More about

these reports

page 9 page17

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Benchmarking College- and Career-Readiness Standards

Participating states

Louisiana

Maryland

Mississippi

North Carolina

South Carolina

Tennessee

West Virginia

Other regions

Colorado

New York

Pennsylvania

Florida participated in preliminary (March 2014) but not final reports.

This SREB project supports

states in the monumental

task of implementing higher

statewide standards by

tracking progress and

bringing states together to

learn from and collaborate

with one another.

SREB region

Alabama

Delaware

Georgia

Kentucky


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Goals and approaches

Capacity and collaboration

All 14 state departments of

education designed their

professional development

initiatives to build local capacity

so districts and schools could lead

implementation themselves

training trainers, for example, or

emphasizing professional learning

communities.

Several states structured offerings

to maximize the impact of the

small staff at the department.

States vary greatly in how far

their efforts reached into districts

and schools and in how

systematically the state

departments of education

collaborated with districts, schools

and local teachers to integrate

professional development.


All states in this study

provided initial training and

offer at least some ongoing

support.

Interviewees in state

departments of education

shared that they have

engaged with local educators

more intensively than ever

before and provided more

professional learning in

response to unprecedented

requests for support.

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Major initiatives All 14 states provided initial

training to help educators learn

about the new standards,

prepare for implementation and

help educators be successful

over the long haul.

At the district level

All 14 departments offered

training for district leadership

teams, who were then

responsible for leading local

implementation.

At the school level

Deep work with school teams

was at the heart of these PD

efforts:

• Delaware’s Common Ground

for the Common Core initiative

• Maryland’s Educator

Effectiveness Academies

• Tennessee’s TNCore and

Core Coaches initiatives


All 14 states provided initial

training plus ongoing

training and support.

Notable efforts in some

states included additional

work at the school and

teacher levels.

At the teacher level

All of the states offered some

type of training directly to

teachers. State departments with

the most extensive offerings

were Georgia, Louisiana,

Mississippi and Tennessee.

For example, Louisiana’s

Teacher Leader Cadre has

provided training to 6,500

teachers to serve as leaders and

trainers at their home schools.

And Tennessee’s Core

Coaches initiative trained more

than 1,300 teachers to lead

statewide training that in turn

reached 55,000 participants.

http://mdk12.org/instruction/academies/index.html

http://www.tncore.org/

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Major initiatives Fostering collaboration

The Alabama State Department

of Education created district

implementation teams of

administrators and teachers.

After quarterly training with the

department, they lead PD for

schools in their districts.

Regional planning teams bring

together leaders from regional in-

service centers, the Alabama

Math, Science and Technology

Initiative, the Alabama Reading

Initiative, higher education, early

childhood, and career and

technical education. Nearly 300

regional content specialists then

provide ongoing support to

districts and schools.

In Kentucky, the department’s

District Leadership Teams built

job-specific leadership networks

for practitioners from a variety of

role groups.



education provided initial

training, ongoing training

and support, and some

training for district

leadership teams.

Some states also fostered

notable collaborations.

Mississippi increased PD

resources for local educators

through collaboration among the

legislature, state board of

education, state department of

education and regional centers.

After a Joint Legislative

Committee on Performance

Evaluation and Expenditure

Review report outlined the

department’s implementation

efforts, the state board funded

additional staff at Alabama’s

regional education service

agencies. The RESAs are

providing training and tools with a

goal of reaching most of the

state’s 34,000 educators.

Georgia, Louisiana,

Pennsylvania and Tennessee

also made notable efforts to

promote collaboration across role

groups and levels.

http://education.ky.gov/curriculum/docs/pages/kln.aspx

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Major initiatives Literacy Design Collaborative,

Mathematics Design

Collaborative

Six states in the study used LDC

and MDC, which allow teachers

to plan and share lessons

aligned to the standards that

integrate literacy in academic

subjects and foster reasoning

and problem-solving in math.

The Delaware Department of

Education trained high school

teachers and district Reading

and Math Cadre content

specialists on LDC tools to

embed literacy in tasks in

different subjects.

Georgia and Kentucky trained

teachers, leaders and others in

the majority of their districts.

Colorado provides training to

targeted districts, with plans to

scale the work statewide.

.Professional Development | Benchmarking College- and Career-Readiness Standards


education provided initial

training, ongoing training

and support, and some

training for district

leadership teams.

Some states used the

Literacy Design and

Math Design

collaboratives.

Colorado and Kentucky

partnered on the Common

Assignment Study initiative.

High-performing teachers from

both states meet to collaborate

on units that align to both states’

standards, embed LDC and MDC

modules and provide models for

teachers. Partner states have

developed criteria and guidance

to support expanding this work.

In Pennsylvania, intermediate

units (regional education service

agencies) provided LDC and

MDC training. The state

department of education uploads

teaching resources teachers

produce during training to its

online resource bank.

The West Virginia Department

of Education includes LDC and

MDC in its training modules for

RESAs to use in their work with

local districts across the state.

http://www.sreb.org/page/1631/LDCMDC.html

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Online, on-demand

All of the 14 states in the study

offer combinations of guidance,

tools, courses, self-paced

modules, and videos of exemplary

instruction in action.

States with notable online, on-

demand professional learning

resources are Georgia,

Kentucky, Louisiana and

Tennessee.


Tennessee, for example, offers

educators an extensive array of

online professional learning

resources for use on a voluntary,

on-demand basis through its

Electronic Learning Center and

TNCore Web portal.

All of the states offer

educators access to online,

on-demand, supplementary


resources.

http://www.tncore.org/

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Tailored for leaders The Maryland Department of

Education provided training to

principals from every school in

the state during Educator

Effectiveness Academies. In

addition, the department:

• designed summer sessions for

leaders based on visits to

every district to meet with

principals and visit classrooms

• paired leaders in small districts

with those in larger districts for

sharing and collaboration

• provides job-embedded

support for principals in the

state’s lowest-performing

districts and Title I schools

through the Maryland

Breakthrough Center

Assistant superintendents meet

with the department monthly, as

do district leaders who supervise

principals.


Most commonly, states added

breakout sessions at summer

trainings or added to regular

leadership training. Seven

states also offered more

extensive learning for leaders:

Delaware, Kentucky,

Louisiana, Maryland,

Pennsylvania, South

Carolina and Tennessee.

In Delaware, 100 principals

participate in job-embedded

coaching in collaboration with

the Delaware Business

Roundtable, Rodel Foundation

and University of Delaware.

Tennessee’s TNCore

trainings tailor learning for

leaders, and the Common

Core Leadership Course

helps leaders learn more

about implementing standards

and observing instruction.

All states in the study offered

professional learning specifically

for district staff and principals

(though support for leaders has

not been as extensive as for

teachers).

Notable state efforts are

highlighted here.

http://www.marylandpublicschools.org/msde/divisions/leadership/breakthrough_center.html

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Sustainability Many of the states had special

funding to bolster their early

initiatives. All of the leading states

had won Race to the Top grants,

and a few also received grants

from private foundations..

Now, four years into the work of

supporting local implementation of

the standards, states grapple with

how to shape future PD

initiatives to foster success over

the long term.

Scaling back

In several states, the department

plans to continue initiatives, but in

scaled-back form. Possible

modifications include online, on-

demand training and tools, and

shifting responsibility for

support from the state to districts

and schools.

Adding on

In Delaware, the department will

continue Common Ground for

the Common Core institutes and

follow-ups with guiding teams.

Maryland worked with 200 Master

Teachers to deliver PD at summer

conferences. The department

posted all resources from its

Educator Effectiveness

Academies online and is

developing new courses schools

can use for local needs.

In Mississippi, the state Board of

Education approved funding for

additional PD staff at the state’s

RESAs.

In Tennessee, the state

Department of Education

launched a STEM Leadership

Council to develop STEM-based

PD across the state.


States are grappling with

how to sustain their


efforts when grant funding

ends.

Some states are cutting

back; others are

expanding.

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Leading states Delaware, Georgia, Kentucky, Louisiana,

Maryland and Tennessee stood out on these criteria.

Collaboration and structure, initial and ongoing

The department collaborated with regional education service centers

and other entities to provide initial training.

The department continues to provide ongoing support, including:

• Intensive and systematic collaboration with local educators to

support school leaders, district leaders, teachers and higher

education faculty

• Professional learning for large numbers of individual teachers

statewide, in addition to trainings for schools and district teams

• Substantial, targeted professional learning for principals and

district staff

Comprehensive content

• ELA and math for K-12

• Literacy in history/social studies, science, and technical subjects in

grades six through 12

• Differentiation of instruction for diverse learners

• Formative assessment

• How the new standards relate to other major reforms

Extensive online supplementary professional learning resources

Leading states Criteria


Leading states are noted for

the most comprehensive

and coordinated efforts.

Their work offers models

other states may find useful.

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Highlights from leading states Delaware

Collaboration with school and district teams

Following some initial training for educators around the state, the

department worked with a steering committee of stakeholders including

the state Board of Education, the teachers union, and higher education

to design the Common Ground for the Common Core initiative, which

began in 2013.

Schools and districts each designate a guiding team of teachers and

administrators, who participate in several full-day and multi-day

professional learning institutes throughout the year. Teams from 143

traditional schools and a few charter schools participated voluntarily,

representing 17 of the state’s 19 districts. The department works with

partners, including Achieve, Student Achievement Partners, the

International Reading Association, Solution Tree and Expeditionary

Learning, to design and deliver the institutes.

Face-to-face, monthly meetings with guiding teams complement the

institutes. Department staff offer additional training and feedback, and

guiding teams discuss progress and identify areas of strength and

needs for improvement.

Common Ground for the Common Core 2.0 launched in 2014-15,

adding a focus on assessment, performance tasks, Professional

Learning Communities, and response-to-intervention practices.


Delaware stands out for its

training and support for

leaders as well as for

extensive collaboration

between the state

department of education

and leadership teams at

the school and district

levels.

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Highlights from leading states Delaware

For leaders

Principals: The department works with partners such as the Delaware

Business Roundtable Education Committee, the Rodel Foundation and

the University of Delaware on four job-embedded coaching projects.

More than 100 principals work with a coach to develop their knowledge

of the Common Core as well as their skills in instructional leadership,

change management, and implementing the state’s new teacher

evaluation system.

District staff: Through Math and Reading Cadres, English language

arts and math content specialists from all Delaware districts collaborate

monthly with the department to receive professional learning and to plan

and develop supports for practitioners. Cadre members serve as

instructional leaders in their home districts.

Sustainability

Much of the work is supported by Delaware’s Race to the Top grant,

which will continue through 2014-15. To sustain efforts beyond the

grant, the department plans to engage with the U.S. Department of

Education Reform Support Network’s Sustainability Workgroup and

to cement efforts through professional learning communities in

schools statewide.


Delaware stands out for its

training and support for

leaders as well as for

extensive collaboration

between the state

department of education

and leadership teams at

the school and district

levels.

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Highlights from leading states Tennessee

Common Core Leadership Council

The Tennessee Department of Education launched a Common Core

Leadership Council in 2012 to advise it on all aspects of implementing

the new standards and assessments. The council is made up of

principals, supervisors and superintendents — 22 members

represented all regions in the state. Department staff consult with the

council at regular meetings to discuss ongoing efforts, track progress

and address challenges.

Professional learning for school teams and district staff

The TNCore initiative, which began in 2012 and continued through

summer 2014, provided local educators and leaders PD and support to

lead implementation at their home schools. The department recruited

1,370 local educators to serve as Core Coaches. To prepare them to

deliver TNCore training to educators around the state, Core Coaches

received intensive training and support.

In regional multi-day summer sessions, teachers followed specific

learning tracks by grade level and subject. School teams and district

staff participated in follow-up sessions throughout the school year. In

2013, the department invited higher education faculty to attend

sessions designed for them.

By the last session in summer 2014, approximately 55,000 had

attended TNCore trainings.


Tennessee’s approach to

professional learning

stands out for the

extensive involvement of

local educators in

planning and providing

training, and for the large

numbers of practitioners

who have participated.

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Highlights from leading states Tennessee

Professional learning for school teams and district staff

The department launched a year-long Common Core Reading Course

for teachers in fall 2013. Over 5,000 teachers participated in 2013-14

and the course continues in 2014-15.

A STEM Leadership Council of individuals from industry, higher

education and K-12 began in spring 2014 to develop STEM trainings

and professional development across the state.

Professional development for leaders

The department offers a Common Core Leadership Course

specifically for principals, assistant principals and district supervisors.

Approximately 70 percent of school-level administrators in the state

have taken the course. In 2014 the department began offering

advanced courses for more experienced leaders.

Local administrators are trained to serve as Common Core

Leadership Coaches and deliver six full days of training during the

school year.

Tennessee’s Electronic Learning Center and TNCore Web portal

offer educators an extensive array of professional learning resources.


Tennessee’s approach to

professional learning

stands out for the

extensive involvement of

local educators in

planning and providing

training, and for the large

numbers of practitioners

who have participated.

http://tn-stem-ed-leadership-council.wikispaces.com/home

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Methodology SREB examined efforts of state

departments of education to

support implementation of college-

and career-readiness standards,

assessments and related reforms.

Researchers looked at how states

provided guidance, tools and

support for teachers and for

school and district leaders.

SREB worked with a point person

in each of the 14 state

departments of education.

Timeframe

The SREB reports reflect state

efforts and plans between 2010

and summer 2014.

These January 2015 final reports

replace preliminary ones

published in March 2014.

A team of SREB researchers

and consultants gathered

information from:

Reviews of publicly available

information: Researchers

reviewed state policy documents

and reports, state department of

education websites, and other

sources such as U.S. Department

of Education reports.

Interviews: Researchers

interviewed leaders from state

departments of education, state

boards of education, unions,

higher education, and business

and community organizations, as

well as legislators’ and governors’

staff, teachers, principals and

district superintendents.

Each state department reviewed

drafts to ensure accuracy.


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Full reports

More information


Find all reports at SREB.org/1600 >

Six detailed final reports were

published in January 2015. Slide

documents of report highlights,

like this one, are also available for

each report.

Cross-State Findings Trends across the states, perspectives

from the field and suggestions for

moving forward

Details on each state's efforts in

five areas:

Timeline and Approach to

Standards and Assessments

Aligned Teaching Resources

Professional Development

Evaluation of Teachers

and Leaders

Accountability

Kim Anderson, Director

Benchmarking College- and

Career-Readiness Standards

404-875-9211

[email protected]

http://www.sreb.org/1600

http://publications.sreb.org/2015/CrossStateFindings_SREB.pdf

http://publications.sreb.org/2015/StandardAssess_SREB.pdf

http://publications.sreb.org/2015/Resources_SREB.pdf

http://publications.sreb.org/2015/ProfDev_SREB.pdf

http://publications.sreb.org/2015/Evaluation_SREB.pdf

http://publications.sreb.org/2015/Accountability_SREB.pdf

Southern Regional Education Board592 10th St. N.W.Atlanta, GA 30318-5776 SREB.org