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
Beliefs 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.
Norms Listen Engage Ask Reflect Nurture
In order to enhance this learning experience M-DCPS Center for Professional Learning
Redevelopment of the District s PD System Emphasis on schoolbased professional development Transition from training events to collaborative processes Focus on deep understanding of Common Core State Standards 2013-2014 And Beyond Development of a professional learning culture in every school Intentional, intensive support for collegial learning teams Alignment of professional learning and evaluation through deliberate practice
Promoting a Culture of Professional Learning Collaborative Culture Collective Responsibility Shared Leadership Knowledge & Skills Continuous Improvement Results Orientation
So now, The Professional Learning Support Team Assistant Principal Recommended Team Composition PD Liaison Other key teacher leaders
PLST Support Activities Determine the professional development needs of staff
PLST Support Activities Professional Development Plans are created based on results of the needs assessment
PLST Support Activities Facilitate collegial models of professional learning PLC Lesson Study Book Study
PLST Support Activities Monitor the implementation fidelity of models of professional learning
PLST Support Activities Evaluate the impact of professional learning on teacher practice and student learning
Please be back @ 10:15 Thank you.
Change quotes
What does this activity tell us about change? Change Activity
Change Theory CBAM = Concerns-Based Adoption Model
Change Theory Before CBAM The assumption was that once a new innovation was introduced through publicity and training, its successful implementation was assured.
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.
http://www.sedl.org/cbam/ Change Theory
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 http://www.sedl.org/cbam/
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. http://www.sedl.org/cbam/
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 http://www.learningforward.org/
Linked to Student Results 1 Standardsbased professional learning 2 Changes in educator knowledge, skills, and dispositions 4 Changes in student results 3 Changes in educator practice
Standards Layout Stem: Professional learning that increases educator effectiveness and results for all students Introductory paragraph 3 Core Elements Related research http://www.learningforward.org/
Unpacking the Standards http://www.learningforward.org/
Transfer of Learnning to Practice TRAINING STRATEGIES KNOWLEDGE Level OUTCOMES 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
District Review Cycle Plan for Site Visit Plan for Site Visit District reviews the standards Conducts self-assessment Implement District Review District Review Approximately 20 reviewers 5 days Action Plan District creates an Action Plan for Improvement for ratings below 2.0 Action Plan Implement District implements Action Plan for Improvement
District Review School Site Visits Approximately 35 schools One full day Private interviews with pre-selected staff Interview with administration
Emphasis Learning Communities Research and/or Evidencebased Learning Evaluation Parallel standards across all 3 levels Rigorous and Relevant Content
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
2009 Protocol Review- Results District Level 3.79 School Level 3.13 Educator Level 2.88 Overall: 3.26
M-DCPS 2009 Excellent Ratings 3.5 and above School 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 Educator Level 1.2.6 Coordinated Records
Florida Professional Development Protocol 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?
Florida Professional Development Protocol 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