Professional Learning Project Update: Winter 2011

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job-embedded, relevant to the teacher’s instructional needs, and collaborative in nature.”

Joellen Killion

“In order to to change teaching practice, and to increase student achievement, professional development must be ongoing, job-embedded, relevant to the teacher’s instructional needs, and collaborative in nature.”

Joellen Killion

#1 - To develop and implement a professional learning program that:• isn’t a one day event

ESU #3 Action Research Goal

reflect the current research,

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job-embedded, relevant to the teacher’s instructional needs, and collaborative in nature.”

Joellen Killion

• is focused and continuous throughout the school year

ESU #3 Action Research Goal

#1 - To develop and implement a professional learning program that:• isn’t a one day event

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job-embedded, relevant to the teacher’s instructional needs, and collaborative in nature.” Joellen Killion

#2 - The program should:• Focus on a curriculum driven by a need expressed in the district’s school improvement plan.

ESU #3 Action Research Goal

• Include the integration of 21st century skills

• Focus on activities to process content that model strategies for the classroom

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job-embedded, relevant to the teacher’s instructional needs, and collaborative in nature.”

Joellen Killion

#3 - The program includes the use of videoconferencing and PLGs for follow-up collaboration.

ESU #3 Action Research Goal

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job-embedded, relevant to the teacher’s instructional needs, and collaborative in nature.”

Joellen Killion

#4 - The professional learning program impacts the improvement of student achievement.

ESU #3 Action Research Goal

Professional Learning Program Overview

The 3 Pillars of the Face-2-Face Learning Program

1. The content will referenceand be clearly focused onthe goal of the project.

2. The pedagogy will always include the identification and implementation of 21st century skill(s) in teaching.

3. The inclusion of technologywill be appropriate to support #1 & #2.

Face-2-Face Framework

• The goal of the project is reiterated.

• The content is delivered and a video of the instruction is made available on the Fort Calhoun web site.

• Input for videoconference follow-up is gathered.

• Support documentation for PLGs is distributed and explained.

• A brief preview of the next F-2-F learning is presented.

Face-2-Face Online Video

Professional Learning Groups

• Enhances professional conversations

• Focuses on instructional practices

• Provides follow-up to Face-2-Face content

• Allows discussion of student growth in targeted skills

Sample PLG Document

Videoconference

• Enhances professional conversations

• Focuses on instructional practices

• Provides follow-up to Face-2-Face content

ESU #3 Vocabulary Wikispace

• Include links and resources on vocabulary

• Include links and resources on 21st Century Skills

• Provide access to Fort Calhoun documents

• Provide on-going pre-screened resources for teachers

• Provide one spot for resources and links

• http://esu3vocab.wikispaces.com

• The research question:

Project Evaluation: Data Collection and Review

Did the professional learning model change teaching practice in the area of vocabulary? If so, did the change in teacher practice increase student achievement in the area of vocabulary?

• Data from multiple sources– Student assessment data (State and Local)– District participant online surveys– Exit interviews (students, teachers, administration)– ESU participant online exit survey

Project Evaluation: Data Collection and Review

The content of the November 12 district-wide professional learning session, Tiered Vocabulary Words and 21st Century Skills (i.e. collaboration, creativity, problem solving), was organized to provide opportunities to learn new teaching strategies for vocabulary and incorporating 21st century skills.

Snapshot of the data

Number PercentageStrongly Disagree 0 0Disagree 0 0Neutral 3 (9%)Agree 19 (59%)Strongly Agree 10 (31%)

Fort Calhoun Administration comments