Transforming Standards for Professional Learning into Practice Patricia Roy, Ed.D. M. Rene Islas, Center for Results Learning Forward Summer Institute Chicago July, 2014
patricia roy SERVICE AREAS Becoming A Learning School: PLC Implementation Program Meeting Facilitation Professional Learning Planning Standards Assessment Inventory Standards for Professional Learning Implementation Support EDUCATION Wilmington University Ed.D Leadership and Innovation 2000 University of Minnesota M.A. Educational Psychology 1982 University of Minnesota B.S. in Education English, Drama, & Speech 1970 Results Record Dr. Patricia Roy is a Senior Consultant for the Learning Forward Center for Results. She works with state departments of education, districts, and schools across the United States as well as internationally. She has served as faculty for Professional Development Leadership Academy through the Arizona Department of Education. This 3-year program developed the knowledge and skills of school and district teams to plan, implement, and evaluate professional learning. She served as the Founding Director of the Delaware Professional Development Center in Dover, DE. The Center, developed by the Delaware State Education Association, focused on school improvement for student achievement and effective professional learning. She also served as the Director of the Center for School Change in connection with an SSI grant from the National Science Foundation, a district coordinator of staff development, and an administrator in a regional educational consortium in Minnesota. She is the author of many articles and chapters on cooperative learning, effective professional development, shared decision-making, and school improvement. In her work with Learning Forward Pat developed resource tool kits for Georgia; Arkansas; and Rochester, NY. She co-authored with Joellen Killion, Becoming a Learning School. She co-authored with Shirley Hord Moving the NSDC Standards into Practice: Innovation Configurations, Vol. 1. For five years, she wrote columns about implementing the NSDC Standards for Professional Development for two NSDC newsletters, The Learning Principal and The Learning System. Ensuring that professional learning results in improved student achievement is one of Pat s passions. Selected Publications & Resources Becoming a Learning School This book presents a roadmap for transforming professional learning from random events to a coherent program focused on enhancing teachers practices and improving student learning. Moving the NSDC Standards into Practice: Innovation Configurations Innovation Configurations operationally define the actions of teachers, principals, district office staff, superintendents, and school board members required to implement the professional development standards. Minds in Motion, a resource toolkit for Rochester City Schools This resource supported Rochester City schools development of job-embedded, collaborative, school-based professional learning. SAI Briefings and Resource Guide The SAI is an assessment about the use of the professional learning standards; the resources provide ideas for next steps along with a variety of resources for improving professional learning within a school. 1
M. RENÉ ISLAS SERVICE AREAS Advocacy & Policy Audits Policy Developement Advocacy Leadership & Practice Pathway to Achievement (School Improvement) Impact & Accountability Standards Assessment Inventory Professional Learning System Development Customized Consulting Executive Coaching EDUCATION Western Governors University MBA Management & Strategy 2012 Whittier College B.A. Political Science Sociology 2000 CERTIFICATIONS Esstentials in Project Management Villanova University 2007 Education Policy Fellow Institute for Educational Leadership 2000 Results Record M. René Islas is the director of the Learning Forward Center for Results, the fee-for-service consulting division of Learning Forward an international professional association. He launched the Center for Results under a social enterprise business model to support leaders in education in developing systems to improve teacher effectiveness and implement quality practice in educator professional learning. René has over a decade of experience leading education reform through practical and policy work at the federal, state, and local levels. He developed the Pathway to Achievement, a highly successful school improvement framework that is currently being implemented in elementary and secondary schools across the United States. René joined Learning Forward after serving as the Senior Vice President of an international consulting firm where he launched the K-12 Education Practice. René was recognized at the firm for innovation in client service after developing a new business line of direct consulting to school systems. René is a recognized expert in education public policy, working in the public and private sectors. His government experience includes service as the Chief of Staff to the Assistant Secretary of Education. He managed the overall operations, policy development, and administration of programs within the Office of Elementary and Secondary Education that is responsible for the majority of programs in the No Child Left Behind (NCLB) Act. René played a pivotal role in the creation of the Teacher Incentive Fund and the School Improvement Grant programs that became priorities across the Bush and Obama administrations. René has experience representing the U.S. Department of Education on issues of teacher quality and working with coalitions of state government education agencies to address teacher supply and demand. He advised and supported the White House Initiative on Educational Excellence for Hispanic Americans. Selected Publications & Resources Leadership Triangle Islas authored the foreword of Paul Kimmelman s book published by Corwin Press on the new leadership needed in elementary and secondary education. Spotlight Webcast: Are Teachers in High-Poverty Schools Ready for Tougher Academic Standards? A Kaiser Family Foundation Webcast featuring M. René Islas, Director of the Center for Results and Yvette Jackson, CEO of the National Urban Alliance for Effective Education. Collection of Postings on Learning Forward s Reflections Blog A collection of blog postings on innovation and education policy by Islas. The Federal Policy Landscape An article published in the Journal of Staff Development tracing the impact of federal legislation on professional learning. 2
Transforming Standards for Professional Learning into Practice Summer Institute Chicago July 19-20, 2014 Learning Outcomes: Learners will be able to 1. Explain the purpose of the professional learning standards in ensuring high-quality, jobembedded professional learning that increases achievement for all students 2. Identify the implications of the prerequisites for professional learning 3. Apply the Innovation Configurations to refine the school improvement process involving professional learning 4. Identify action(s) or shifts that will improve professional learning within their own setting 5. Explain the purpose of Standards Assessment Inventory2 (SAI2) and how to administer and mange this online instrument in a school or district 6. Determine when and how to involve teachers and administrators in authentic improvement planning based on the Learning Forward s standards. AGENDA Topic Purpose 1 Introduction, Purpose Establish goals, review agenda, introduce presenters Establish agreements or norms of operation Establish Frame for the 2 days Shifts 2 Base Group Formation Form base groups based on pre-assessment information Share information about each member Share pre-assessment statements 3 Relationship between professional learning and student results Why do we need standards? Discuss underlying rationale Illustrate how the structure and process of professional 4 Prerequisites for Professional Learning learning makes a difference in attaining the outcomes Discuss prerequisites and implications for administrators and teacher leaders View and discuss Hirsh s Overview of the Standards 5 Overview of organization Learn about the resources available in the Standards book of the book 6 Implementation standard Understand the purpose and components of the Implementation Standard 7 Innovation Configurations Introduction Understand purpose of IC maps How to read an IC map Engage in an activity to help you understand IC maps 3
8 Learning Communities, Data, and Learning Design Topic Purpose purpose and function Go to Implementation Standard and review Level One for appropriate role in Base Groups Understand the purpose and components of the Learning Communities, Data, Learning Design 9 SHIFTS Move to ICs for Learning Communities, Data, and Learning Design 10 Leadership, Resources, and Outcomes Understand the purpose and components of Leadership, Resources, and Outcomes 11 SHIFTS Move to ICs for Leadership, Resources, and Outcome 12 Inter-relationship Approach to Standards Standards work with and reinforce each other Need to address all of them to achieve effective professional learning processes and structures 14 SAI2 Introduce SAI2 format and purpose Question Sort (would you like to find out how staff members would answer these questions Management and Administration of SAI2 15 Close and Reflection Reflect on the purpose of professional learning standards and their work 4
Conventional Growth Transformational A. Schedules required hours for mandatory professional development A. Uses workshops as the primary learning design for professional learning A. Professional development topics and focus are based primarily on survey results and catalogues are used to promote sessions. B. Views professional learning as a core component of district and school improvement efforts B. Created PLCs and sees their primary purposes as distributing information and professional learning designed at the central office B. Professional learning is primarily school-based and needs are determined by analyzing student learning data and educator C. Develops a comprehensive system to support effective professional learning C. Embeds time into the school day and calendar for educator learning, collaboration, and mutual support. C. Professional learning occurs in PLCs as well as whole school. PLC members analyze their own data and create their own learning plan and accountability. 5
tteachers 3 TEACHING TEACHERS PAGE 7 FOCUS ON NSDC S STANDARDS SCENARIO A Teachers arrive at a designated location where all teachers from one grade level are scheduled to meet for the day. They have been promised continental breakfast and box lunches and six hours of professional development credit for the day. The outcome of the day is to familiarize teachers with the curriculum, help them know how to use it, and to teach the new inquiry-based instructional methodology the curriculum is based on. The science coordinators spend most of the six hours lecturing about how the curriculum was developed and explaining that it is based on both state and national science standards, show scope and sequence charts of the key strands in the curriculum, explain the pacing guides, and share common benchmark assessments that teachers will use to assess students in science. They learn how the benchmark assessment will be given on a set schedule, how the score will be turned into the principal at each school, and how those scores will be sent to the district office for analysis of how well each school is implementing the curriculum. The coordinators talk about the difference between inquiry and direct instruction and cite the benefits and challenges of both approaches. They show a videotape of an inquiry-based science lesson based on the curriculum and ask teachers if they have questions. Teachers make several comments about the added work and the challenge of each approach. At the end of the day, teachers receive their curriculum guides and are told to call the science coordinators assigned to their school if they have additional questions. SCENARIO B Teachers meet regionally in classrooms. As they arrive, they receive their curriculum guides, learn where and what typical science classroom equipment is in their learning room, and are grouped into grade-level teams of four. Each team is instructed to learn how the curriculum guide is organized using a set of questions appropriate to each team. After 20 minutes of exploration, the science coordinator highlights a few key points about the guide and answers questions. In their grade-level teams of four, teachers next task is to prepare a 25-minute lesson using the curriculum guide. They are asked to make sure their lesson incorporates a few key principles high student engagement, hands-on, and discovery vs. telling. Teams are encouraged to spend a few minutes clarifying what these terms mean to them and are pointed to several resources in the curriculum guide that might be helpful. They learn that they will present their lesson to another team. The teams have 75 minutes for preparation. After a short break, each team is paired with another team to observe each other s lesson. As one team becomes the students, and a member of the other team teaches the lesson, the three remaining members take notes on how students respond in the lesson. The process is repeated when the other team steps into the teacher and observer role. Teams share feedback with each other using the rubric for an age-appropriate inquiry lesson included in the curriculum guide. Next, teachers in their teams map out the first month of science lessons, what resources and questions they have, how to use the curriculum guide, and what equipment, materials, or other resources they are likely to need. They wrap up the day talking about how this approach to teaching science is both the same and different than what they did before, what they anticipate the benefits will be for students, and what they want students to gain from their learning. For more information about NSDC s Standards for Staff Development, see www.nsdc.org/ standards/ index.cfm National Staff Development Council 800-727-7288 www.nsdc.org OCTOBER 2007 6
As You Watch the Standards Overview Video What BIG ideas emerged for you? How will the standards improve the quality and results of professional learning? What aspects of the new standards interest you most? What is clearer to you now about the standards? 7
Standards Treasure Hunt Working in small groups of 2 or 3, find the following information from the Standard s book. Work together as a team so that each person knows the answers. This is a collaborative activity rather than divide and conquer task. 1. What stem begins each of the standards? 2. What are the core concepts embedded in the stem for each standard? 3. Where will you find a diagram explaining the relationship between professional learning and student results? 4. What is the purpose of the Crosswalk with previous standards? 5. Name one of the prerequisites for professional learning 6. Where will you find a list of standards including core elements (Standards Summary) 7. What is one purpose of the section, How to use the Standards for professional learning? 8. Where will you find the names of the Standards Revision task force members? 9. Name one of the authors listed in the related research section for the implementation standard? 10. According to the book, which four groups should use the standards to set policy and shape practice? 11. What is the holistic view of the Standards? Where would you find this described in the book?
DISCUSSION QUESTIONS: IMPLEMENTATION STANDARD Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for longterm change. Apply change research 1. What bodies of change research do you turn to most often to inform your work on professional learning? 2. What findings from research do you use when planning and implementing professional learning? Sustain implementation 3. What are the major reasons implementation fails? 4. What are several ways to sustain implementation? Provide constructive feedback 5. What is the value of constructive feedback? 6. What are the attributes of constructive feedback? 7. Who holds responsibility for giving constructive feedback?
Differences Between an Innovation Configuration Map and Rubric Structure &Conventions Major Innovation Configuration (IC) Differences Map 1. Range Highest level is on the left, and lower numbers are ideal 2. Number of Levels Number of levels vary for each component (e.g. 1-4; 1-5; 1-6) 3. Voice Written in active voice (always begins with an action verb) Rubric Highest scale is on the right, and higher numbers are ideal Number of levels are the same (uniform) for each descriptor/indicator (usually for evaluative purposes) Written in passive voice (may include more adjectives and adverbs) 4. Purpose Describes behaviors Describes qualities Purpose & Functions 5. Focus Focused on responsibilities of roles (often many roles) to support implementation of new practice, the innovation. Focused on student work, assessments, etc. 6. Uses Primarily intended for support and assistance; growth orientation. Used to inform what a new practice is and how to enact it Primarily used for evaluation of a final product NOTE: These are general differences. In that rubrics take many forms, some rubrics are very similar to an innovation configuration map. J. Kennedy and P. Roy, 2013
Introduction: Innovation Configuration Maps for the Professional Learning Standards Change is not only about the implementers those who will change their practices but also about those who will facilitate the implementers in making the change. Hall and Hord, Implementing Change, 2001, p. 27 Ensuring robust, profound, and high-quality implementation of educational programs, processes, or innovations has once again captured national attention. Investigations of successful and unsuccessful programs have confirmed that thoughtful, strategic plans need to include continuous monitoring and adjusting to ensure educators receive the support they need to enhance curriculum, instruction, assessments, and leadership practices. An Innovation Configuration (IC) map is an instrument used to define and quantify implementation of a new program or practice (Hall and Hord, 2001). It identifies and describes the major components and a continuum of implementation levels. An IC map is a tool that describes in specific, operational terms what new practices look like. It presents patterns of innovation implementation from non-use to ideal practice; it clarifies what a program or practice is and is not. An IC map provides an ideal or high-fidelity picture of a change and helps people identify the gap between their current practices and ideal implementation. It promotes reflection among practitioners and can serve as a formative assessment tool. Key characteristics of an Innovation Configuration map include Clarifies what a new program is or isn t Defines quality clearly what it looks like in use Indicates the degree to which the innovation is being implemented Informs how to best assist and support educator s successful use of new practices Provides a blueprint for learning, planning and resources required for implementation Determines significant factors that ensure successful implementation of the innovation to increase student achievement Provides a consistent guide to how districts and school staff begin and continue efforts to implement the standards of professional learning 11
HOW TO READ AN IC MAP: [See Figure 1 below] 1. An IC map is written to describe the actions of a specific role group. In Volume 1, teachers, coaches, school leadership team, and principal responsibilities are described. 2. The Desired Outcome describes a critical outcome for each role related to implementation of standards of professional learning. 3. Ideal or high-quality implementation appears on the left-hand side Level One. 4. The continuum of behaviors describes the degree of implementation from Ideal Level One to Not Yet Begun Level Five/Six 5. There is no pre-determined number of levels required for each component. Some components may contain three levels while others might have six. Figure 1: Sample IC map for Central Office Staff CENTRAL OFFICE STAFF Desired Outcome 1: Develops strategic structures and processes for the effective implementation of Effective Instruction, Standards, Leadership, and Assessment Literacy in all schools. Level One Level Two Level Three Level Four Level Five Level Six Designs a schedule for strategic use of time that Level One: includes Ideal clearly Descriptor identified goals Provides time for learning teams to work, while focusing on district goals related to effect- Designs a plan that provide time with clearly identified goals; Allows learning teams to work, monitoring that time is used effectively to address district goals related to effective instruct- Recognizes that time for effective implementation is critical and develops a plan to provide time for teams to work on effective instruction, and Assessment Literacy. Recognizes the need for time for effective implementation but does not develop a plan for providing time Continuum of Behaviors Has not addressed providing time for implementation of CHETL, Assessment Literacy, and KCAS. 12
Five Most Common Uses of Innovation Configuration Maps 1. As a tool for self reflection 2. As a way to guide peer observation 3. As an observation guide for principals and others who observe and coach those implementing an innovation 4. As a professional development diagnostic tool to support training and assist educators in the development of new practices and strategies 5. As a means to research, document, or evaluate implementation and degree of fidelity to original design. Hall and George (2000). The use of Innovation Configurations Maps in assessing implementation: The bridge between development and student outcomes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED 445099) 13
6. Monitor and refine implementati on 7. Evaluate results 1. Use data to determine student and educator learning needs 5. Use new strategies with local support 2. Identify student and aligned educator learning goals 4. Select and implement new practices 3. Develop educators' knowledge & skills Learning Communities Standard, in Standards for Professional Learning, pg. 24 Step 1: This step includes two components: a) identifying student learning needs through an analysis of a variety of student learning data, and b) identifying educator learning needs required to attain identified student learning needs. Step 2: This step contains three components: 1) identify goals that reflect student learning needs; subsequently, 2) specify goals for educators that address the learning needs of students, and 3) identify strategies and practices to accomplish these goals. Step 3: This step focuses on educators engaging in professional learning in order to extend their knowledge and skills regarding new practices, content, content-specific pedagogy, how student learn, and management of classroom environments that support solutions to student learning needs. Step 4: This step focuses on selecting and implementing appropriate evidence-based strategies (new practices) to achieve educator learning goals and consequently, student learning goals. Step 5: This step is about providing ongoing support so that each educator implements new classroom practices with quality. This support is provided by PLC members, instructional coaches, district support, and other colleagues. Step 6: This step is about monitoring educators progress toward using new practices in order for those practices to be refined. Step 7: This step requires learning communities to collect data and other evidence to determine whether their own learning goal has been attained. When it has, then the community examines student learning data to determine whether their goal has been attained. 14
Windowpane template Standard: Key points What information or ideas are essential to understand about this standard? Standards in practice Which behaviors are observable when this standard is fully implemented? Symbol: What visual representation would help people remember the purpose of this standard? Next Steps What conditions, actions, beliefs, or resources are necessary to implement this standard? 15
Windowpane template Standard: Key points What information or ideas are essential to understand about this standard? Standards in practice Which behaviors are observable when this standard is fully implemented? Symbol: What visual representation would help people remember the purpose of this standard? Next Steps What conditions, actions, beliefs, or resources are necessary to implement this standard? 16
Connecting the Standards How does the Learning Design standard inter-relate to the other six standards? LEARNING COMMUNITIES What learning designs contribute to building collective responsibility while maintaining accountability and alignment? Which learning designs support continuous improvement? What do members of a learning community need to know about a variety of learning designs? LEADERSHIP How and when do leaders contribute to decisions about learning designs? What do administrators, teacher leaders, and school improvement team members need to know about learning designs? What types of support systems and structures are needed for the more frequently used learning designs? RESOURCES Which learning designs require more resources? Fewer resources? How can technology enhance learning designs to extend learning and results? What resources exist within a school to support various learning designs? DATA How can data about educators, students, and systems contribute to the selection of learning designs? What other data are helpful in selecting learning designs? What data would help a PLC or a school assess progress toward their learning goal? What data are useful when assessing the effectiveness of selected learning designs? LEARNING DESIGNS What factors are important to consider when selecting learning designs? Which learning designs maximize the active engagement of learners? What learning theories and principles guide the selection of learning designs? IMPLEMENTATION What learning designs strong support implementation? Which learning designs are more appropriate for different stages of implementation? How can specific learning designs be enhanced to include frequent constructive feedback? OUTCOMES How can designers build coherence among activities through their choice of learning designs? How do designers of professional learning use performance standards and student learning outcomes as they design learning?
What have you discovered/learned that has made you stop and think about professional learning in a different way? What are the barriers, pitfalls, and monsters I anticipate as I consider changing professional learning? monster What previously held ideas or practices have had to give way (or yield) to new knowledge concerning professional learning that impacts student achievement? The professional learning standards are like sign posts how will they influence your pathway toward improved student learning? 18