be the change: renovating professional development

Renovating Professional DevelopmentBe The Change:

Presentation by: Tyna Williams

Introducing RochelleRochelle is a teacher at a local elementary school that attends

professional development training so she can:

• Learn new concepts• Brush up on skills and learn new ones • Increase knowledge to enhance her

class• Improve pedagogy

Rochelle goes to her classroom ready to implement what she learned while in professional development.

BUT…Rochelle was at a standstill…not knowing where to start. In her professional development because she wasn’t shown how to implement her new skill into the curriculum.

This has put her teaching at standstill.

The traditional method of "sit & get" professional development is NOT working for today’s educators.

Research shows that the "go & show" model is a more effective professional learning approach.

What Does Research Say?The Mirage Report

TNTP,  a New York-based non-profit education reform group formerly known as The New Teacher Project came out with a

report on Professional Development called The Mirage. “Teacher professional development is an enormous sinkhole,

sucking billions of dollars every year and producing no measurable results” , says a new study by TNTP (Lemov, 2015).

A Teacher Still:Struggles in the ClassroomPerformance LagsGrowth Diminishes

Mirage Report Says: Even with Staff Development

Screenshot (above) from “The Mirage: Confronting the hard truth about our quest for teacher development” (Jacob, A., & McGovern, K. ,2015)

40% of teachers felt the professional

development they received was time well

spent

50% of teachers felt the professional development they received improved teaching practices that

were long term.

Screenshot (above) from “The Mirage: Confronting the hard truth about our quest for teacher development” (Jacob, A., & McGovern, K. ,2015)

75% of teachers felt observing other excellent teachers was a good use of their development time, but they opportunity only

comes around 2 or 3 times a year.

When it comes to staff development ask these

questions:

Was it time well spent? Was it tailored to fit your needs? Did you learn how to implement what was presented? How was the experience?What could make it better?

WHY?Teaching is more complex than ever. Working with students, teachers continually

confront new challenges, and are expected to refine their strategies and techniques to ensure students learn. From keeping pace with the newest classroom

technologies, addressing classroom discipline issues, and—perhaps most significantly— the rollout of the Common Core State Standards, the pressures to

improve student achievement are immense. That’s true for veteran teachers, and it’s true for those who are new to the profession and need the coaching and

training that can transform them into first-rate teachers. PROFESSIONAL LEARNING HAS CHANGE TO ACCOMMODATE OUR

TEACHERS!!!

Adopting Gulamhussein’s 5 Principles of Effective PD help us break traditional professional development

and implement a new professional learning approach that will truly provide significant learning opportunities

for all educators.

DurationThe duration should be SIGNIFICANT and ONGOING in order to allow educators time to learn and practice new

teaching strategies.

SupportProvide ongoing support during the implementation

stage for educators with: coaching, peer collaboration and mentoring

Active Learning Active learning can engage educators with different

approaches such as:• Readings• Role playing• Live modeling• Observations• Discussions

ModelingModeling is a must

because:Expert teachers can demonstrate their skills

Peer observationAuthentic learningReal life application.

Discipline-SpecificDifferentiated contentAddress discipline-specific concepts, skills, and pedagogy

5 Principles of Effective Professional Development and model them effectively in order to break the

cycle

No more "SIT & GET” , lets "GO & SHOW" when it comes to professional learning

YOU CAN MAKE A DIFFERENCE!

Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education, 1-47. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdf

Lemov, D. (2015, August 17). ABOUT THAT MIRAGE: READING TNTP’S REPORT ON TEACHER DEVELOPMENT (PART I). Retrieved March 6, 2017, from Teach Like a Champion: http://teachlikeachampion.com/blog/mirage-reading-tntps-report-teacher-development-part/