tiffany clarke, mpa nasbhc training of training april 21-23, 2008 research and best practices:...
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Tiffany Clarke, MPATiffany Clarke, MPANASBHC Training of Training NASBHC Training of Training
April 21-23, 2008April 21-23, 2008
Research Research andand Best Practices: Best Practices:
Building a Framework for Effective Building a Framework for Effective Professional DevelopmentProfessional Development
ObjectivesObjectives
Examine selected professional development research findings
Identify the implications of professional development research as it applies to adult change, training design, and training strategies
Individualized Technical Individualized Technical AssistanceAssistance
Tailored assistance to meet site-specific needs with collaborative communication between a specialist and the site. Assistance takes into account site-specific circumstances and culture, and can be provided through phone, email, mail, internet, or in-person meetings.
Professional DevelopmentProfessional Development
Those processes and activities designed to enhance the professional knowledge, skills and attitudes of educators and others who work with youth, so that, they might in turn improve the learning and health outcomes of children and adolescents.
(CDC-DASH Definition)
Professional DevelopmentProfessional Development
Professional development is consciously designed to actively engage learners and includes the planning, design, implementation, evaluation and follow-up of professional development events ( training, workshops, conferences, web-based learning, coaching/mentoring).
(CDC-DASH Definition)
Think of a time when you successfully Think of a time when you successfully changed practice or adapted a new changed practice or adapted a new strategy of work related trainingstrategy of work related training
What was the change?
What caused you to try something new?
What caused you to sustain the change?
Adult Change Adult Change
Change in Beliefs and Attitudes
Change in Learning Outcomes
Change in Practices
The Process of Adult ChangeThe Process of Adult Change
Staff Development
Change in Teachers Practices
Change in StudentOutcomes
Change in Beliefs and Attitudes
How People LearnHow People Learn
Knowledge
Skill Transfer
Most significant outcome of any staff development effort:
Change in Knowledge and Practice
What does it take?
Components of Effective Staff Components of Effective Staff Development Development
Exploration of TheoryDemonstration or Modeling of the New
Strategy Practice of the Skill Under Simulated
Conditions, with FeedbackPeer Coaching/Monitoring Follow-up and Support
First & Second Order ChangeFirst & Second Order Change
First order Change Second Order Change
An extension of the past A break with the past
Within existing paradigms Outside of existing paradigms
Consistent with prevailing values and norms
Conflicted with prevailing values and norms
Focused Emergent
Bounded Unbounded
Incremental Complex
First & Second Order ChangeFirst & Second Order Change
First Order of Change Second Order of Change
Linear Non Linear
Marginal A disturbance to every element in the system
Implemented with existing knowledge and Skills
Requires new knowledge and skills to implement
Problem and Solution Oriented
Neither Problem nor Solution Oriented
Implemented by Experts Implemented by Stakeholders
Knowledge TaxonomyKnowledge Taxonomy
Experiential Knowledge Declarative Knowledge
Procedural Knowledge
Contextual Knowledge
Knowing why this is important
Knowing what to do
Knowing how to do it
Knowing when to do it
Activity DirectionsActivity Directions
1. Think about your Professional Development Event in the context of the Order of Change
2. For each domain, highlight the Order of Change that best reflects the objectives of your Professional Development event.
The Implementation DipThe Implementation Dip
ReflectionsReflections
Reflect for a moment on what we have covered in the Research/Best Practice module
Jot down three things learned that you wish to apply to your work