Professional Development: Finding the Keys to Unlocking the Door to School Improvement Catherine Stickney February 26, 2011

Purpose and Goal Share information on the topic of professional development or professional learning in the K-Grade 12 public school environment Focus of research and dissertation Gain information and knowledge for my research regarding participants’ sharing of experiences

Why is professional development necessary? Professional development – systematic training for professionals Change in purpose and perception

Historical Perspective  Roland Barth, 1980 – Run School Run  A Nation at Risk, 1983  Education Reform Law of 1993  No Child Left Behind, Massachusetts State Plan of 2001  National Staff Development Council, 2009  ESEA Reauthorization: A Blueprint for Reform, 2010

Train the Trainer Boot Camp

Times have changed…  Challenge: Defining the purpose of professional development  Challenge: Finding the best method for providing effective professional development that results in sustainable, positive change  Challenge: Agreeing on the methods of evaluation to gain the most accurate picture of the effectiveness of the professional development

Consider this - “If we expect teachers and school leaders to improve professional practices and decision making, then we must first give them different knowledge and skills then they have received in the past.” (Reeves, 2010).

Which door would you choose? Traditional off-site workshops Outside consultants Training provided by program consultants In-house Professional Learning Communities Student study or data teams focusing on action research projects

Professional Learning Activity Questionnaire – Reeves (2010)

From an Event to a Process - Professional Development -> Changes in Classroom Practices -> Change in Student Learning -> Change in Teachers’ Attitudes and Beliefs (Guskey, 2000)

Steps in the process - Clearly articulated question designed to address an on-going perceived problem Development of an action plan to address and change the behaviors that are detailed in the statement of the problem “Effective district-wide reform depends upon deep interdependent practice which is the opposite of promulgation of plans and policies without collaboration and sustainability” (Sharratt & Fullan, 2009).

Reeves on “Focus” Effective teaching is not about programs, workshops, or checklists, but about deliberate practice. High-impact learning - “explicit integration of what is to be taught and how essential understandings will be assessed” Effective leadership maximizes the impact of teaching to improve student learning. (Reeves, 2010)

Professional Learning Communities engaging in Action Research Schools can be considered as places where “every educator engages in effective professional learning every day so every student achieves” (Yendol-Hoppey & Finchman Dana, 2010). This job embedded learning becomes on- going professional development.

Issues Faced by Organizations Cost – Trainer, location, compensation Time - Contractual obligations Organization of resources – Equal participation across staff Implementation timelines Initiative over-load Conflicting philosophies – political motivation

Key Factors Organizational Policies – administrative support Resources – protocols for collecting solid data; secured/protected time for staff work Collegial support – open culture, free from fear, willingness to express ideas Administrative support – to protect and foster the above resources Recognition of successes Motivation to face road-blocks with on-going support, secure resources, and attitudes toward change (Guskey, 2000)

Consortium for Policy Research in Education ( ) Effective professional learning includes the following elements: Curriculum-specific support that is ongoing, systematic Standards-based programs Protected block of time Analysis of student performance data Review instructional practices that impact that performance Collegial support to provide curriculum and instructional reform Continuous review of student data

Evaluation of Professional Development Just as we measure the level of our students’ understanding, it is necessary to measure the level of understanding, implementation, and engagement with the professional development work being completed. Do we change or maintain the course of our work when we face an implementation dip, experience adversity, dissention, or change in programs?

Critical Areas for Professional Development Evaluation Participants’ Reactions Participants’ Learning Organizational Support and Change Participants’ Use of New Knowledge and Skills Student Learning Outcomes (Guskey, 2000)

Factors to consider in the evaluation process… Teachers are more likely to carry out change when they are responsible for determining the course of action. Strong, inclusive leadership can stay the course. Long-term investment in time and relationships is necessary. Focus must remain on what is best for students. Each staff as a group needs to evaluate their strengths, needs, and level of readiness.

Concluding thoughts… Reeves (2010) maintains that “the pursuit of high-impact learning requires not only that we achieve individual and organizational focus, but also that we focus on the right things: teaching, curriculum, assessment, and leadership”. He encourages educators to move beyond “training” staff toward practices that include examining instructional processes with deliberate analysis of practice and feedback.

Which door would you choose? The key is to answer these essential questions for your learning community!  What is the goal?  How do we get there?  How will we know when we get to the goal? ASCD Professional Development Survey for Program Design

References ASCD Survey - Consortium for Policy Research in Education (Cohen & Hill, 1998) (Wilson, 1997) DuFour, R., DuFour, R., Eaker, R. (2008) Revisiting professional learning communities. Bloomington, IL: Solution Tree Press. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press. Learning Forward (NSDC)– Reeves, D. B. (2010). Transforming professional development into student results. Alexandria, VA: ASCD. Sharratt, L., & Fullan, M. (2009). Realization: The change imperative for deepeing district-wide reform. Thousand Oaks, CA: Corwin Press. Yendol-Hoppey, D. & Finchman Dana, N. (2010). Powerful professional development. Thousand Oaks, CA: Corwin Press.

On-line Resources  development/pd-in-focus.aspx development/pd-in-focus.aspx  tPLC.php tPLC.php  ds/index.cfm ds/index.cfm Thank you!