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Teacher Professional Development Planning: A Model of Vertical Collaboration.

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Presentation on theme: "Teacher Professional Development Planning: A Model of Vertical Collaboration."— Presentation transcript:

1 Teacher Professional Development Planning: A Model of Vertical Collaboration

2 Today’s Work 1. New requirements for the teacher’s PDP 2. The optional PDP template – 3. A consensus-building conversation in the PDP review: you design it

3 New Requirements for Teacher PDP 1. Aligned with the New Jersey Professional Standards for Teachers (N.J.A.C. 6A:9-3.3 proposed) and the New Jersey Standards for Professional Learning. (N.J.A.C. 6A:9-15.2-3 )New Jersey Professional Standards for TeachersNew Jersey Standards for Professional Learning 2. Created within 30 instructional days of the teacher’s teaching assignment 3. At least 20 hours of professional learning annually 4. Reviewed each year; developed by the teacher’s supervisor in consultation with the teacher 5. A corrective action plan (CAP) replaces the PDP for teachers rated ineffective or partially effective 6. Includes:  Needs identified in the annual performance evaluation  Links to team, school and/or district goals, as appropriate  Any requirements for professional development stipulated in statute or regulation

4 Optional Teacher PDP Template Plan Sections: I. Areas Identified for Development of Professional Practice II. Professional Learning Goals and Activities (includes initial & follow-up activities, hours and completion date) III. District and School Support IV. PDP Progress Summary

5 “Ideal, professional, working communities... [are] cultures where teachers develop the capacity to engage in honest talk,... challenging disagreement and... accepting responsibility without assigning blame.” Lieberman & Miller (2008) “... Knowledge workers... People like teachers who think for a living... are paid to reflect, and when someone else does the thinking for them, knowledge workers resist.” Jim Knight (July 2013) “The most effective schools had developed an unusually high degree of “relational trust” among their stakeholders. University of Chicago Consortium on Chicago School Research.

6 Collaborative Conversations Role play a “PDP review” conversation between a teacher and a supervisor. (not about evaluation; focused on PD)  Find a partner at your table.  Decide who will play teacher / supervisor & who will begin the conversation.  Become familiar with the Portfolio Artifacts list.  Use the PDP Review worksheet to think about topics for the conversation. ( 6-8 minutes) Follow the steps on the next slide.

7 Collaborative Conversations 1) Explain some of the data/artifacts you brought to the review and how they should/can inform the PDP. 2) Discuss the evidence gathered from the teacher’s annual evaluation and how this evidence informs next year’s PDP. 3) Discuss the progress toward meeting the current PDP goals and how this progress informs next year’s goals. 4) Discuss professional learning activities that will enable to teacher meet the goals and improve his/her practice. 5) Reach consensus if possible OR agree that you can live with the decisions reached collaboratively. (13 minutes)

8 Use the note card to write your take-away(s). (2 minutes) ---------------------------- At your table, each pair shares w/the group impressions from the role play:  What did you see with fresh eyes?  What contributed to your attaining consensus?  What would you do the same/differently in an actual PDP review? (10 minutes)

9 When evaluation systems for teachers incorporate performance standards for the instructional practices required to achieve the content standards, and when evaluation systems for leaders are based on leadership performance standards that integrate instructional leadership, shared leadership, and collective responsibility, evaluation systems serve as a lever for advancing implementation of the standards and use of assessment data to realize high levels of student learning. Standards-based professional learning is the lynchpin for systems to achieve this goal. Professional Learning Drives Common Core and Educator Evaluation. Learning Forward, February 2014.

10 Wrap Up

11 Research Cited Lieberman, A. & Miller, L. (2008). Teachers in professional communities: improving teaching and learning. New York: Teachers College Press, p. 18. (as quoted in Mindich, D. & Lieberman, A. (2012). Building a learning community: A tale of two schools. Stanford, CA: Stanford Center for Opportunity Policy in Education, p. 5.) University of Chicago’s Consortium on Chicago School Research. Organizing Schools for Improvement. A study from demographic and testing data from 1990 through 2005 in 400 Chicago elementary schools. Jim Knight, Keynote: Learning Forward Conference, 2013.

12 Resources Professional Learning Drives Common Core and Educator Evaluation. (February 2014). Learning Forward. DuFour, R. and R. Marzano. (2011). Leaders of Learning. Solution-Tree. Fullan, M. and A. Hargreaves. (2012). Professional Capital. Teachers College Press, Columbia University. Linking Teacher Evaluation to Professional Development. (May 2012). National Comprehensive Center on Teacher Quality.

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