1. Differentiating Professional Development Principals’ and Leaders’ Roles
Steve Barkley
Executive Vice President
Performance Learning Systems
Pick a particular topic – area of focus i.e. – 90 minute reading block, project based learning, higher order thinking skills, eel student needs

2. Analysis
Identify classrooms in your school that are closest to full implementation of your vision for learning.
Describe in detail the observable students behaviors.
Describe in detail the observable teacher behaviors.
What is it you are looking for?
In many cases we may not have a classroom that is the ideal – so we need to create the picture in order to identify what we need.

3. Analysis
Identify classrooms in your school that must change the most to reach full implementation of your vision for learning.
Describe in detail the observable students behaviors.
Describe in detail the observable teacher behaviors.
What is happening in classrooms where there is no implementation?

4. Appraise
Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum.
Most Full
Change Implementation
Needed
This is NOT an evaluative process – can be used as an anonymous needs assessment – it is about figuring out what needs to happen
Three goals:
increase positive parental involvement in student learning,
show the need of differentiated staff development
have staff development that impacts teacher practice and student learning.
How has the leadership put models of effective practice in place to move the staff along the continuum?
It is OK to be a 1 or 2 on the developmental continuum as long as you know it and have a plan for improvement and learning.
Teachers should observe teachers within the next two levels up.

5. Analysis
Consider the bottom half of the implementation continuum. You might want to select one area… What skills do teachers in those classrooms need to internalize in order to obtain the student behaviors you desire?

6. Evaluation/Appraisal
Select one skill set that you believe is most important. ________________
Rank teachers according to this system:
Unwilling
Unaware
Getting Ready
Started
Developing
Unwilling: unwilling and don’t care
Unaware – don’t know what they don’t know

7. Gordon’s Skill Development Ladder The Art of Teaching
Unconsciously
Talented
Unconsciously Skilled
Consciously
Skilled
Consciously
Unskilled
Change and growth occur in consciousness – consciousness causes discomfort. It is the job of school leaders and teacher leaders to bring discomfort. The culture within a PLC is one in which participants are comfortable with discomfort – you are vulnerable. Discomfort goes along with growth. Teachers create a classroom in which students are comfortable feeling discomfort – how do you create a classroom where discomfort causes growth?
I look forward to bringing you discomfort and look forward to you doing the same for me.
What do people need and how do we provide it?
Coaching and professional development bring discomfort. Instruction should drive the schedule.
Discomfort = positive deviance
Unconsciously
Unskilled
Gordon’s (1974) Skill Development Ladder

8. Learning Dip pg45
Good is the enemy of great. When teachers are good, a new skill is introduced and they get to the implementation dip, they get worse. If not supported they will revert back to old skills and give up on the implementation of new skills.

9. Analysis What is needed for the teachers at each spot ? Unwilling
Unaware
Getting Ready
Started
Developing
This is not evaluative – this is a way to look at isolated skills and provide the necessary training and professional learning.

10. What’s needed? Who provides it?
EVALUATION
Outside Criteria
MENTORING
SUPERVISION
PEER COACHING
Teacher’s Choice
Evaluation: evaluate performance and put a score on it
Supervision – balance evaluation and coaching
Mentoring – supporting a new teacher in a non-evaluative manner, not voluntary
Peer coaching – voluntary
The principal is a head coach and is responsible for the entire continuum.
Avoid the deficit model. Our approach is this a profession in which we are growing and improving.

11. KEY ELEMENTS KNOWLEDGE MODEL PRACTICE OBSERVATION WITH FEEDBACK
ONGOING COACHING
Joyce and Showers
PLCs study learning. Teaching is simple – learning is complex.

12. KNOWLEDGE WHY HOW TO RESEARCH FORMAL INFORMAL COMPLEX to SIMPLE
Make the complex simple while respecting the complexity. Learning is complex…..

13. MODEL Environment Skills
Teachers need to experience everything they will use in the classroom. Model the skills and environment (i.e to teach cooperative learning – engage in it)
What you do speaks so loudly, I can’t her what you say. - Emerson
Skills

14. PRACTICE SAFE ENVIRONMENT FEEDBACK Twenty to thirty repetitions
over an eight to ten week period.
Practice and apply

15. Two Opportunities for Observation with Feedback
Practice Environment:
ex. Workshops
Classroom Situations:
ex. Coaching
The PLC culture is not about deficits – it is about growth through coaching and learning.

16. Joyce/Showers Research
Figure 5.2
Training Components and Attainment of Outcomes
in Terms of Percent of Participants
— OUTCOMES —
Components
Study of Theory
Demonstrations
Practice
Peer Coaching
Knowledge
(thorough) 10 30 60 95
Skill
(strong) 5 20 60 95
Transfer
(executive implementation) 5 95
PLCs should push for coaching.
Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development

17. Understanding the Connection…
In order to see the link between teacher behavior and student achievement let’s use an example of:
Higher Order Questioning Strategies

18. Examine the relationship between students and teacher in questioning

19. Higher Order Questioning: Skill Analysis
Teacher Behavior(T1)
Write questions into plans and start asking questions in class discussion
Student Response
Paradox of simple to complex and complex to simple is shown in this. Record the story of how this skill and learning is implemented.

20. Higher Order Questioning: Skill Analysis
Teacher Behavior(T1)
Write questions into plans and start asking questions in class discussion
Student Response (S1)
Confusion, Reluctant to respond

21. S1:Confusion, reluctant to respond;
S2:Attempt to answer posed questions;
T1 Write questions into plans and start asking questions in class discussion
T2:Continue asking, increase wait time, model thinking;

22. T1:Write questions,
start asking;
T2:Continue asking, increase wait time, model thinking;
T3:Provides encouragement, probing, pausing;
S1:Confusion, reluctant to respond;
S2:Attempt to answer posed questions;
S3:Successfully responds;

23. T1:Write questions,
start asking;
T2:Continue asking, increase wait time, model thinking;
T3:Provides encouragement, probing, pausing;
T4:Withhold recognition for correct answers, cause students to assess each other and dialogue;
S1:Confusion, reluctant to respond;
S2:Attempt to answer posed questions;
S3:Successfully responds;
S4:Students debate;

24. T1:Write questions,
start asking;
T2:Continue asking, increase wait time, model thinking;
T3:Provides encouragement, probing, pausing;
T4:Withhold recognition for correct answers, cause students to assess each other and dialogue;
T5:Provide supportive and conflicting data;
S1:Confusion, reluctant to respond;
S2:Attempt to answer posed questions;
S3:Successfully responds;
S4:Students debate;
S5:Students pose higher level questions;

25. Higher Order Questioning
Student Responses
Teacher Behavior Changes
Student Achievement

26. Professional Development in Teacher Behavior…
…Leads to
Student Achievement