Professional Development:Professional Development:

Finding the Keys to Unlocking the Door to School Improvement

Catherine Stickneycastickney@comcast.netFebruary 26, 2011

Purpose and Goal Share information on the topic of

professional development or professional learning in the K-Grade 12 public school environment

Focus of research and dissertation Gain information and knowledge for

my research regarding participants’ sharing of experiences

Why is professional development necessary?

Professional development – systematic training for professionals

Change in purpose and perception

Historical Perspective

Roland Barth, 1980 – Run School Run A Nation at Risk, 1983 Education Reform Law of 1993 No Child Left Behind, Massachusetts

State Plan of 2001 National Staff Development Council,

2009 ESEA Reauthorization: A Blueprint for

Reform, 2010

Train the Trainer Boot Camp

Times have changed… Challenge: Defining the purpose of

professional development Challenge: Finding the best method for

providing effective professional development that results in sustainable, positive change

Challenge: Agreeing on the methods of evaluation to gain the most accurate picture of the effectiveness of the professional development

Consider this -

“If we expect teachers and school leaders to improve professional practices and decision making, then we must first give them different knowledge and skills then they have received in the past.” (Reeves, 2010).

Which door would you choose?

Traditional off-site workshops Outside consultants Training provided by program consultants In-house Professional Learning

Communities Student study or data teams focusing on

action research projects

Professional Learning Activity Questionnaire – Reeves

(2010)

From an Event to a Process -

Professional Development -> Changes in Classroom Practices -> Change in Student Learning -> Change in Teachers’ Attitudes and

Beliefs

(Guskey, 2000)

Steps in the process - Clearly articulated question designed to

address an on-going perceived problem Development of an action plan to address

and change the behaviors that are detailed in the statement of the problem

“Effective district-wide reform depends upon deep interdependent practice which is the opposite of promulgation of plans and policies without collaboration and sustainability” (Sharratt & Fullan, 2009).

Reeves on “Focus” Effective teaching is not about programs,

workshops, or checklists, but about deliberate practice.

High-impact learning - “explicit integration of what is to be taught and how essential understandings will be assessed”

Effective leadership maximizes the impact of teaching to improve student learning. (Reeves, 2010)

Professional Learning Communities engaging in Action Research Schools can be considered as places

where “every educator engages in effective professional learning every day so every student achieves” (Yendol-Hoppey & Finchman Dana, 2010).

This job embedded learning becomes on-going professional development.

Issues Faced by Organizations Cost – Trainer, location,

compensation Time - Contractual obligations Organization of resources – Equal

participation across staff Implementation timelines Initiative over-load Conflicting philosophies – political

motivation

Key Factors Organizational Policies – administrative

support Resources – protocols for collecting solid

data; secured/protected time for staff work Collegial support – open culture, free from

fear, willingness to express ideas Administrative support – to protect and

foster the above resources Recognition of successes Motivation to face road-blocks with on-going

support, secure resources, and attitudes toward change

(Guskey, 2000)

Consortium for Policy Research in Education

(1997-1998)Effective professional learning

includes the following elements: Curriculum-specific support that is

ongoing, systematic Standards-based programs Protected block of time Analysis of student performance data Review instructional practices that

impact that performance Collegial support to provide curriculum

and instructional reform Continuous review of student data

Evaluation of Professional Development Just as we measure the level of our

students’ understanding, it is necessary to measure the level of understanding, implementation, and engagement with the professional development work being completed.

Do we change or maintain the course of our work when we face an implementation dip, experience adversity, dissention, or change in programs?

Critical Areas for Professional Development

Evaluation Participants’ Reactions Participants’ Learning Organizational Support and Change Participants’ Use of New

Knowledge and Skills Student Learning Outcomes

(Guskey, 2000)

Factors to consider in the evaluation process…

Teachers are more likely to carry out change when they are responsible for determining the course of action.

Strong, inclusive leadership can stay the course. Long-term investment in time and relationships

is necessary. Focus must remain on what is best for students.

Each staff as a group needs to evaluate their strengths, needs, and level of readiness.

Concluding thoughts… Reeves (2010) maintains that “the pursuit

of high-impact learning requires not only that we achieve individual and organizational focus, but also that we focus on the right things: teaching, curriculum, assessment, and leadership”.

He encourages educators to move beyond “training” staff toward practices that include examining instructional processes with deliberate analysis of practice and feedback.

Which door would you choose?

The key is to answer these essential The key is to answer these essential questions for your learning community!questions for your learning community!

What is the goal? How do we get there? How will we know when we get to the goal?

ASCD Professional Development Survey for Program Design

References ASCD Survey - http://webserver3.ascd.org/ossd/planning.html Consortium for Policy Research in Education (Cohen & Hill,

1998) (Wilson, 1997) DuFour, R., DuFour, R., Eaker, R. (2008) Revisiting

professional learning communities. Bloomington, IL: Solution Tree Press.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Learning Forward (NSDC)– www.learningforward.org Reeves, D. B. (2010). Transforming professional development

into student results. Alexandria, VA: ASCD. Sharratt, L., & Fullan, M. (2009). Realization: The change

imperative for deepeing district-wide reform. Thousand Oaks, CA: Corwin Press.

Yendol-Hoppey, D. & Finchman Dana, N. (2010). Powerful professional development. Thousand Oaks, CA: Corwin

Press.

On-line Resources http://www.ascd.org/professional-

development/pd-in-focus.aspx http://www.allthingsplc.info/about/

aboutPLC.php http://www.learningforward.org/

standards/index.cfm

Thank you!