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  • Professional Development: How Best to Spend Your Money

    Conference of the

    Near East South Asia Council for Overseas Schools Kathmandu, Nepal

    October 2010

    Thomas R. Guskey Professor of Educational Psychology

    College of Education University of Kentucky Lexington, KY 40506

    Phone: 859-257-5748 E-mail: Guskey@uky.edu

  • Thomas R. Guskey College of Education, University of Kentucky, Lexington, KY 40506

    (Phone: 859-272-5841 E-mail: Guskey@uky.edu) Dr. Guskey is Professor of Educational Psychology in the College of Education at the University of Kentucky, and well known for his work in professional development and educational change. He is included in the National Staff Development Councils Leaders in Staff Development, and is the only person to have twice won the Councils Book of the Year Award and three times the Article of the Year Award. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching & Americas Future, on the Task Force to develop the National Standards for Staff Development, and recently was named a Fellow in the American Educational Research Association, one of the Associations highest honors. He is the author/editor of 18 books and over 200 articles and papers, and has been featured on National Public Radios Morning Edition and Talk of the Nation. As a consultant to schools and education agencies around the world, he brings insight to educations most complex problems.

    Selected Publications on Professional Development and Instructional Improvement Evaluating Professional Development.

    Thousand Oaks, CA: Corwin Press, 2000. * NSDC Book of the Year 2000 Professional Development in Education: New

    Paradigms and Practices. (with M. Huberman). New York: Teachers College Press, 1995.

    * NSDC Book of the Year 1996 Closing the Knowledge Gap on Effective Professional

    Development.Educational Horizons, 88(3). What Works in Professional Development? (with K. Yoon).

    Phi Delta Kappan, 2009, 90(7), 495-500. Leadership in the Age of Accountability.

    Educational Horizons, 2007, 86(1), 29-34. Multiple Sources of Evidence: An Analysis of Stakeholders

    Perceptions of Various Indicators of Student Learning. Educational Measurement: Issues and Practice, 2007, 26(1), 19-27.

    Evaluating a Community-Wide Parent and Family Involvement Program (with C. Ellender & S. Kang). Journal of School Public Relations, 2007, 28(1), 6-31.

    Taking a Second Look at Accountability. Journal of Staff Development, 2005, 26(1), 10-18.

    Five Key Concepts Kick Off the Process: Professional Development Provides the Power to Implement Standards. Journal of Staff Development, 2005, 26(1), 36-40

    Analyzing Lists of the Characteristics of Effective Professional Development. NASSP Bulletin, 2003, 87(637), 4-20.

    Scooping Up Meaningful Evidence. Journal of Staff Development, 2003, 24(4), 27-30.

    What Makes Professional Development Effective? Phi Delta Kappan, 2003, 84(10), 748-750.

    * NSDC Best Non-Dissertation Research Award 2003 New Challenges for Staff Developers Under No Child Left Behind.

    The Networker, 2002, 13(3), 1, 3-4. Does It Make a Difference? Evaluating Professional Development.

    Educational Leadership, 2002, 59(6), 45-51. * NSDC Article of the Year 2002 Backward Planning: A Results-Based Strategy for Professional

    Development. Curriculum in Context, 2001, 28(2), 18-20. The Backward Approach.

    Journal of Staff Development, 2001, 22(3), 60. New Views on Improving Professional Development.

    Instructional Leadership, 2001, 16(3), 1-2, 9-12. Apply Time With Wisdom.

    Journal of Staff Development, 1999, 20(2), 10-15. Moving from Means to Ends.

    Journal of Staff Development, 1999, 20(2), 48.

    The Age of Our Accountability. Journal of Staff Development, 1998, 19(4), 36-44.

    * NSDC Article of the Year 1999 Making Time to Train Your Staff.

    The School Administrator, 1998, 55(7), 35-37. Follow-Up is Key, But its Often Forgotten.

    Journal of Staff Development, 1998, 19(2), 7-8. Research Links Professional Development and Student Learning.

    Journal of Staff Development, 1997, 18(2), 36-40. Evaluating Staff Development Begins by Identifying Its Purpose.

    The Developer (April 1997, p. 3). Jointly Planning Staff Training.

    The School Administrator, 1996, 53(11), 33-34. Exploring Relationship Between Staff Development and

    Improvements in Student Learning. (with D. Sparks). Journal of Staff Development, 1996, 17(4), 34-38.

    The Road To Classroom Change. (with K. Peterson). Educational Leadership, 1996, 53(4) 10-14.

    Results-Oriented Professional Development: In Search of an Optimal Mix of Effective Practices. Journal of Staff Development, 1994, 15(4), 42-50.

    * NSDC Article of the Year 1996 The Most Significant Advances in Staff Development.

    Journal of Staff Development, 1994, 15(4), 5-6. Why Pay Attention to Research When Researchers Cant Agree?

    The Developer (February 1993, 3-4). What Does It Mean To Be Research-Based?

    The Developer (November 1992, p. 5). Enhancing the Effectiveness of Professional Development

    Programs. Journal of Educational and Psychological Consultation, 1992, 2(3), 239-247.

    What to Consider When Evaluating Staff Development. (with D. Sparks). Educational Leadership, 1991 49(3), 73-76.

    Integrating Innovations. Educational Leadership, 1990, 47(5), 11-15. Attitude and Perceptual Change in Teachers. International

    Journal of Educational Research, 1989, 13(4), 439-453. Every Teacher Can Be the Best.

    Vocational Education Journal, 1989, 64(1), 20-22. Teacher Efficacy, Self-Concept, and Attitudes Toward

    the Implementation of Instructional Innovation. Teaching and Teacher Education, 1988, 4(1), 63-69.

    Staff Development and the Process of Teacher Change. Educational Researcher, 1986, 15(5), 5-12.

    The Effects of Staff Development on Teachers Perceptions About Effective Teaching. Journal of Educational Research, 1985 78(6), 378-381.

    Staff Development and Teacher Change. Educational Leadership, 1985, 42(7), 57-60.

  • Questionnaires and

    Activities

  • Professional Development Questionnaire Thomas R. Guskey

    Directions: In the blanks below first describe the characteristics of the most effective (best) professional development experiences in which you have been involved. Then describe the characteristics of the least effective (worst) experiences.

    Question Most Effective Least Effective

    1. What was the topic or title?

    2. Who planned the experience?

    3. Who participated in the experience?

    4. Who lead the experience? (Consultants or Staff)

    5. How large was the group that participated?

    6. When was the experience held?

    7. How long was the training portion of the experience?

    8. What types of activities were involved?

    9. Did the experience involve changes in practice?

    10. How extensive were the suggested changes?

    11. How complex or difficult were the suggested changes?

    12. Were there follow-up activities involved?

    13. Who led the follow-up activities?

    14. What improvements did the experience bring?

  • Copies of Slides

  • 1

    Enhancing and Evaluating Enhancing and Evaluating the Effectiveness of the Effectiveness of

    P f i l D l tP f i l D l t

    Enhancing and Evaluating Enhancing and Evaluating the Effectiveness of the Effectiveness of

    P f i l D l tP f i l D l tProfessional DevelopmentProfessional DevelopmentThomas R. Thomas R. GuskeyGuskey

    Professional DevelopmentProfessional DevelopmentThomas R. Thomas R. GuskeyGuskey

    Systemic ChangeSystemic ChangeSystemic ChangeSystemic Change Ch iCh i Hi hl C l PHi hl C l P Ch iCh i Hi hl C l PHi hl C l P Change is aChange is a Highly Complex ProcessHighly Complex Process

    Professional Development is Essential Professional Development is Essential Change is aChange is a Highly Complex ProcessHighly Complex Process

    Professional Development is Essential Professional Development is Essential

    ChangeChange is a is a Prerequisite forPrerequisite forChangeChange is a is a

    Prerequisite forPrerequisite forPrerequisite for Prerequisite for IImprovementmprovement !!Prerequisite for Prerequisite for IImprovementmprovement !!

    What Makes Professional What Makes Professional Development Effective?Development Effective?

    What Makes Professional What Makes Professional Development Effective?Development Effective?

    Consider your Consider your BESTBEST and and WORSTWORST Professional Professional

    Development Experiences:Development Experiences:

    Consider your Consider your BESTBEST and and WORSTWORST Professional Professional

    Development Experiences:Development Experiences:

    11111.1. What was the What was the TopicTopic or or ContentContent??2. Who Planned it?3.3. Who Who LedLed it?it?4.4. What were the What were the ResultsResults??

    1.1. What was the What was the TopicTopic or or ContentContent??2. Who Planned it?3.3. Who Who LedLed it?it?4.4. What were the What were the ResultsResults??

    Five Levels Five Levels ofof Professional Professional Development Evaluation:Development Evaluation:

    Five Levels Five Levels ofof Professional Professional Development Evaluation:Development Evaluation:

    1.1. Participants Participants ReactionsReactions to the Experienceto the Experience1.1. Participants Participants ReactionsReactions to the Experienceto the Experience2. Participants Learning from the Exp

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