2 Comprehensive Professional Development Planning Making a Differencefor AISI Projects
3 Outcomes Review Alberta’s Comprehensive PD Planning Framework Reflect on your AISI project contextIdentify sources of evidence to determine impact of PDFacilitate networking and sharing of effective PD programs
4 AGENDA Review PD Planning Cycle Individual and Team Reflections Evidence and Sources of DataBuilding Connections
6 Education Partners Involved Alberta EducationAlberta Regional Professional Development ConsortiaAlberta School Boards AssociationAlberta Teachers’ AssociationAlberta University PartnersCollege of Alberta School SuperintendentsListed on page 9
7 Consensus Consensus is a powerful decision-making tool When consensus is reached among people of good faith the group achieves synergyFinding 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 learningEnhance professional practiceDevelop leadership capacity at school and jurisdiction level
13 Why develop a comprehensive PD plan? Learning is enhanced when staff have access to effective PDEffective PD is:systematically plannedsystemicsupportedsustained
14 Why develop a comprehensive PD plan? Support continuous improvementEnsure resources are used effectivelyReflect unique contextual issuesBalance the needsSynergy!
15 Steps in the Planning Process Environmental Scan / Participant NeedsDevelop Program GoalsIdentify Possible StrategiesFinalize Action Plan and MeasuresImplement Action PlanRevise Action Plan, as requiredSummative Evaluation
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 planCompare your diagram with members of your AISI teamWith your team, develop a PD planning poster for your projectThese 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 AssessmentSummative Evaluation
23 Assessing Impact - Killion PlanningAssess EvaluabilityFormulate Evaluation QuestionsConstruct Evaluation FrameworkConductingCollect DataOrganize and Analyze DataInterpret DataReportingShare results and findingsEvaluate the evaluation
24 Monitor and Collect Formative Data Guskey’s Five Levels of PD Evaluation Participants response to eventParticipant learningSystemic support – e.g., Organizational resources providedParticipants applying new knowledgeProgram influencing practice and student learning
25 Summative EvaluationDid 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 practiceIn 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 QuestionsConcernsConfusionsCommentsThe parking lot is used as a formative check on how the professional development is progressing during the sessionPerception checkReactions and understanding
29 Yellow Light (I think I’ve got it…) Red Light (help!) March 2007Name: ______________________________________________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 neededSharing outcomes with students2. School Growth Portfolioformative Perception check after a piece of content or summative at the end of the dayInfluences next steps in pd planningConnects with our formative assessment work
30 Organization Support and Change Evaluation Level 3Organization Support and ChangeWhat 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 group4 Guiding questionsK-12 schools – Board RoomHigh Schools – Caribbean BMiddle Schools – BermudaElementary – BoardModeled after our administrator levels meetingsLevels – AISI teacher leaders divide themselves into the groups that most reflect their current context/school configuration = LEVELSSystemwide conversation – guiding questions are provided with room for emergent level needsGoal is to promote and share learning across the districtTo 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?AdministratorsOther teachers in your buildingA partner schoolOthers such as students, parents, EAsSample questions that would be posed to the groups for their considerationEach group has a recorder, chair, co-chair to facilitate discussionI get a copy of their notesWe debrief as a large group to hear similar needs, concerns, or ideas
33 Participant's Use of New Knowledge Evaluation Level 4Participant's Use of New KnowledgeWhat 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 studentsFeedback is provided to students on how to achieve the targetQuestioning techniques to engage and motivate student learnersAssessment OF Learning – grading and reporting practicesVariety of assessment processes and tools are usedStories and reflectionsOther…These are our categories ofThese are our categories of evidence that reflect our AISI goalsData 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 evidenceAISI leaders will ask from time to time for samples of workBring samples to staff meeting for sharingBe 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 componentIndicate that this has moved beyond a binder to:-bulletin boardsVideoNote: reflective component
38 Why share this learning? FormativeTo promote further conversations within schoolsTo share practical strategies that can be used in other classroomsTo determine areas of need that influence professional development optionsSummativeData will be used in our school’s AISI annual reportPlanningData will be used to inform planning
40 AISI Visitations: Structured Interviews Who attends?AISI Team: AISI Lead Teacher at each school, Administrator, other team membersSample 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 dataStudent survey dataDocument 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 AlbertaPD wikiPassword pdwiki
44 Support for Developing a Comprehensive PD Plan Alberta Regional Professional Development ConsortiaAlberta Teachers’ Association, Professional Development
45 Jacquie Skytt Lissa Steele Val Olekshy Alberta Teachers Association Lissa SteeleChinook’s Edge School DivisionVal OlekshyEdmonton Regional Learning Consortium