1. I want my AISI pd program to…..

2. Comprehensive Professional Development Planning
Making a Difference
for AISI Projects

3. Outcomes Review Alberta’s Comprehensive PD Planning Framework
Reflect on your AISI project context
Identify sources of evidence to determine impact of PD
Facilitate networking and sharing of effective PD programs

4. AGENDA Review PD Planning Cycle Individual and Team Reflections
Evidence and Sources of Data
Building Connections

5. Guide to Comprehensive PD Planning

6. Education Partners Involved
Alberta Education
Alberta Regional Professional Development Consortia
Alberta School Boards Association
Alberta Teachers’ Association
Alberta University Partners
College of Alberta School Superintendents
Listed on page 9

7. Consensus Consensus is a powerful decision-making tool
When consensus is reached among people of good faith the group achieves synergy
Finding common ground develops shared responsibility for the decision and for successful implementation

8. Collaboration is Essential
People who work together accomplish MORE and achieve greater QUALITY than those who work alone.

9. In life, the issue is not control but dynamic connectedness.
- Margaret Wheatley, 1992

10. This guide is intended to support a process of collaborative conversation and planning among education partners at the school and district levels.
The guide asks key questions. The answers to these questions will be determined locally because each jurisdiction has unique context which will influence the plan.

11. Professional Development – is the wide range of activities school jurisdiction staff engage in individually and collectively to improve their professional practice and enhance student learning.

12. Purpose of Comprehensive PD Plans
Promote student learning
Enhance professional practice
Develop leadership capacity at school and jurisdiction level

13. Why develop a comprehensive PD plan?
Learning is enhanced when staff have access to effective PD
Effective PD is:
systematically planned
systemic
supported
sustained

14. Why develop a comprehensive PD plan?
Support continuous improvement
Ensure resources are used effectively
Reflect unique contextual issues
Balance the needs
Synergy!

15. Steps in the Planning Process
Environmental Scan / Participant Needs
Develop Program Goals
Identify Possible Strategies
Finalize Action Plan and Measures
Implement Action Plan
Revise Action Plan, as required
Summative Evaluation

16. Building an Integrated PD Program

17. Interconnected Learning Activities

18. Necessary Conditions

19. Plans of action are recipes for achieving our vision.

20. Reflecting on Project PD Plans (20 minutes)
Individually, add details to the planning cycle to describe your project PD plan
Compare your diagram with members of your AISI team
With your team, develop a PD planning poster for your project
These posters will be shared later this morning.

21. Data
…is the information (both qualitative and quantative) used as a basis for reasoning, discussion and calculation.

22. Three Purposes of Data in PD Planning Cycle
Formative Assessment
Summative Evaluation

23. Assessing Impact - Killion
Planning
Assess Evaluability
Formulate Evaluation Questions
Construct Evaluation Framework
Conducting
Collect Data
Organize and Analyze Data
Interpret Data
Reporting
Share results and findings
Evaluate the evaluation

24. Monitor and Collect Formative Data Guskey’s Five Levels of PD Evaluation
Participants response to event
Participant learning
Systemic support – e.g., Organizational resources provided
Participants applying new knowledge
Program influencing practice and student learning

25. Summative Evaluation
Did the program meet its goals? (student learning)
Did the program meet participant’s needs? (enhanced practice)
What worked well? What didn’t?
What should be done next?

26. PD Evaluation How do we know we are making a difference
In teacher practice
In student learning

27. Evaluation Levels 1 & 2 Participant Reactions Participant Learning
Did they like it?
Was their time well spent?
Did the material make sense?
Will it be useful?
Was the leader knowledgeable and helpful?
Was the physical set up comfortable?
Did participants acquire the intended knowledge and skills?
Guskey (2000)

28. Parking Lot: Formative Check-Up
Questions
Concerns
Confusions
Comments
The parking lot is used as a formative check on how the professional development is progressing during the session
Perception check
Reactions and understanding

29. Yellow Light (I think I’ve got it…) Red Light (help!)
March 2007
Name: ______________________________________________
My level of comfort or understanding with the concepts discussed today:
Green light (got it!)
Yellow Light (I think I’ve got it…)
Red Light (help!)
Please add comments if needed
Sharing outcomes with students
2. School Growth Portfolio
formative Perception check after a piece of content or summative at the end of the day
Influences next steps in pd planning
Connects with our formative assessment work

30. Organization Support and Change
Evaluation Level 3
Organization Support and Change
What was the impact on the organization?
Did it affect organizational climate and procedures?
Was implementation advocated, facilitated, and supported?
Was the support public and overt?
Were problems addressed quickly and efficiently?
Were sufficient resources made available?
Were successes recognized and shared?
Guskey (2000)

31. Levels Meetings: 1:30 – 2:30 Establishing Group norms
Instructions will be provided for each group
4 Guiding questions
K-12 schools – Board Room
High Schools – Caribbean B
Middle Schools – Bermuda
Elementary – Board
Modeled after our administrator levels meetings
Levels – AISI teacher leaders divide themselves into the groups that most reflect their current context/school configuration = LEVELS
Systemwide conversation – guiding questions are provided with room for emergent level needs
Goal is to promote and share learning across the district
To make connections with others

32. Levels Meetings: Focus Groups
Today we talked about articulating your school team’s pd plan. How are you feeling about the direction you are taking in pd? What help or support might you need?
Since we last met, what new idea has your team tried OR what work has been done with staff in this project?
Moving this project forward in our schools requires a team effort. One person cannot do this alone. What role do the following play in the implementation of your school’s AISI project?
Administrators
Other teachers in your building
A partner school
Others such as students, parents, EAs
Sample questions that would be posed to the groups for their consideration
Each group has a recorder, chair, co-chair to facilitate discussion
I get a copy of their notes
We debrief as a large group to hear similar needs, concerns, or ideas

33. Participant's Use of New Knowledge
Evaluation Level 4
Participant's Use of New Knowledge
What was the impact on the organization?
Did it affect organizational climate and procedures?
Was implementation advocated, facilitated, and supported?
Was the support public and overt?
Were problems addressed quickly and efficiently?
Were sufficient resources made available?
Were successes recognized and shared?
Guskey (2000)

34. What is a school growth portfolio?
A collection of compelling evidence of our increasing competence on the knowledge and skills described in our AISI project

35. Why have school growth portfolio?
To document our growth as classroom assessors.
To reflect our personal and group assessment goals.
To celebrate our success as learners of classroom assessment.

36. What should we collect? Evidence of our Learning:
Targets are clear for students
Feedback is provided to students on how to achieve the target
Questioning techniques to engage and motivate student learners
Assessment OF Learning – grading and reporting practices
Variety of assessment processes and tools are used
Stories and reflections
Other…
These are our categories of
These are our categories of evidence that reflect our AISI goals
Data is collected by the school for use in the school

37. How will we collect this learning?
Binder will be left in (staff room) for teachers to put samples of evidence
AISI leaders will ask from time to time for samples of work
Bring samples to staff meeting for sharing
Be sure to include a cover sheet for each entry to help you remember why you placed an item into your portfolio (see sample).
Highlight the importance of the reflective component
Indicate that this has moved beyond a binder to:
-bulletin boards
Video
Note: reflective component

38. Why share this learning?
Formative
To promote further conversations within schools
To share practical strategies that can be used in other classrooms
To determine areas of need that influence professional development options
Summative
Data will be used in our school’s AISI annual report
Planning
Data will be used to inform planning

39. Student Learning Outcomes
Evaluation Level 5
Student Learning Outcomes

40. AISI Visitations: Structured Interviews
Who attends?
AISI Team: AISI Lead Teacher at each school, Administrator, other team members
Sample Questions:
When you looked through your AISI plan, does it still make sense for you? Is there anything that you want to change?
What do you want your staff to walk away with by the end of the year?
How will you know if your AISI team is successful? What evidence will you have?
What will your AISI team need to pay particular attention to between now and the end of the year?

41. Additional Data: Student Learning Outcomes
Student report card data
Student survey data
Document analysis: Evidence of communication of outcomes to students, provision of feedback, school policies, new report cards

42. What data will tell you that your pd plan is helping to make a difference?
Knowing your context and your pd program plan – what evidence do you collect now that provides you with indicators that your PD program is making a difference?
What else might you want to collect to inform your program plans, and let you know you are making a difference?

43. Continued Conversations
Professional Development in Alberta
PD wiki
Password pdwiki

44. Support for Developing a Comprehensive PD Plan
Alberta Regional Professional Development Consortia
Alberta Teachers’ Association, Professional Development

45. Jacquie Skytt Lissa Steele Val Olekshy Alberta Teachers Association
Lissa Steele
Chinook’s Edge School Division
Val Olekshy
Edmonton Regional Learning Consortium