STAFF DEVELOPMENT FOR GIFTED PROGRAMS

STAFF DEVELOPMENT FOR GIFTED PROGRAMS

July 13-14, 2012Mary Schmidt

Gifted Education ConsultantHeartland AEA

mschmidt@aea11.k12.ia.us515.270.0405 or 800.255.0405 ext. 14375

http://pdingt.pbworks.comhttp://prezi.com/tcbp4jlgwcny/edit/#79

Essential Questions

What is Professional Learning?What Professional Learning do

we need?How do I develop/deliver

Professional Learning?How do I know Professional

Learning is effective?

LEARNING TARGETS

To become familiar with effective professional learning practices for adult learners

To become familiar with models and types of professional learning

To learn ways to assess staff needs for PD in gifted education

To plan for evaluation of g/t staff development To align professional learning with other

components required by Iowa Code (Ch. 12, IAC)

AGENDAIntroductions, warm up, expectationsCharacteristics of high quality and high

impact professional developmentProfessional development standards Characteristics of adult learnersPlanning for professional learningManaging complex changeEvaluating staff development

COURSE REQUIREMENTS

100 % attendanceActive participation in learningCompletion of in-class activitiesCompletion of self-assessment and

action planCompletion of final

project/presentation to be submitted by July 20.

A LOOK AHEADShare a plan for action that will move gifted and talented professional

development forward in your building/district, demonstrates key concepts from this class, and is designed to promote growth in learning for g/t students, their teachers, and/or administrators.

Examples Overview of SD session Plan for involvement on building/district teams Year-long PD plan/overview including ways to “sell” the plan to

administration Your idea?

From the Action Planning web, develop a plan for your professional learning and send to me along with a reflection on your plan/work.

Things to think about Situation/Context Connections Rationale Focus on results

NORMSSupport each other in the learning process

Monitor progress (individual/group)

Ask questions

Respect others’ viewpoints

Take time to reflect

Remember, if you choose not to lead…

…you will be forever led by others.--J. Michael Straczynski

What is Professional

Learning?

…whatever teachers become professionally, the process is not finished when they complete their teacher education program at age 21. Learning to teach well is a lifetime endeavor. The growth of understanding and skill in teaching terminates only when we do.

--Eisner, 2002

STAFF DEVELOPMENT vs. INSERVICE

Long-term commitment of time, energy, and resources

Targets school goals

Conducted by stakeholders

Single event or series of short sessions

Purpose is to raise awareness

Conducted by outside expert

Personnel preparation

Dettmer & Landrum, 1998

Imagine hiring a basketball coach to

come in once a month and advise

players he has never seen play. He

doesn’t know their strengths and

weaknesses, but he still prescribes the plays they should

use.

THINK ABOUT……a time when professional development resulted in negligible change in your professional practice.

What characteristics of that experience provided no encouragement to transfer the new learning into practice?

INSANITY…

…endlessly repeating the same process hoping for a different result.

--Einstein

THINK ABOUT……a time when professional development led to a change in your practice.

What characteristics of that experience encouraged you to transfer that new learning into practice?

THINK ABOUT……a time when staff development led to a change in your students’ learning and achievement.

What characteristics of that experience led to the change and how did students respond?

Characteristics of High Quality PL

Consider what you found positive and negative.

Form two groups and construct a “Top 10” list of the characteristics of quality professional development.

Share lists

Triangular Comparison

Educ

atio

n Medical Field

Legal Profession

Residency

St

uden

t Tea

chin

g

Bar ExaminationInternships

Teaching Student TeachingBar ExaminationResidencyTeachingInternshipsCounselingState Regulations

State Regulations

Counseling

EducationMedical FieldLegal Profession

Professions

Characteristics of Professions

Triangular Comparison

Inse

rvice

Professional Development

Professional Learning

Leadership & Learning Matrix

Lucky• Good results with no understanding of the reasons• Replication of success not probable

Leading• Good results with clear understanding of the reasons• Replication very probable

Losing• Poor results with no understanding of the reasons• Replication neither probable nor desirable

Learning• Poor results with clear understanding of the reasons• Replication of mistakes not probable

Org

aniz

atio

nal R

esul

ts

Antecedents of Excellence

Reeves, p. 17

High Impact PDThree essential characteristicsFocus on student learningRigorous measurement of adult

decisionsFocus on people and practices, not

programs--Reeves, p. 21-3

Professional development must be an

invitation to learn and reflect.

Characterisitics Of Powerful Professional Learning

Arises from real work going on in classrooms or schools

Focuses on what is happening with learners Is generally collaborative Establishes a culture of quality Honors staff professionalism, expertise,

experiences, and skills Promotes inquiry and reflection Ensures some level of application

L.B. Easton, 2004

Characteristics Of Effective Professional Development

Longer durationGreater span over timeGreater subject-matter focusGreater active learningMore coherence Integration of core content and pedagogyContext-based

Garet, et.al., 2001

What’s The Order?

Change in beliefsStaff developmentStudent

achievementChange in

practices

The Benefits of Practice

“Teaching, like any complex cognitive skill, must be practiced to be improved.”

--Willingham (2009)“…deliberate practice is the key to improved performance.”

--Ericsson et. al. (2006)

Effective Professional

Learningintensive and sustaineddirectly relevant to needs of

teachers and studentsprovides opportunities for

applicationpractice reflectionReinforcement

--Reeves, 2010

McREL’s Knowledge Taxonomy

Type of Knowledge Description Declarative What?Procedural How?

Experiential Why?Contextual When?

Traditionally, most professional development focuses on declarative knowledge.

A PARADIGM SHIFTIndividual Organization & Individual

Fragmented Clear, Coherent, Strategic

Off-site Training Work-embedded Learning

Transmission by Expert Teacher Study

Trainer Presentation Consultation & Facilitation

Accountability by a Few Responsibility by All

Expensive Frill Essential to student learning

Dettmer & Landrum, p. 4

…the minute educators stop their own education, they start down the road to incompetence.

--Wood & Thompson, 1993

Using Standards to Define the

Target

When Alice was in Wonderland trying to decide which way to go during her travels, she asked the Cheshire Cat, “Would you tell me, please, which way I ought to go from here?”

“That depends a good deal on where you want to get to,” said the Cat.

“I don’t much care where--” said Alice.

“Then it doesn’t matter which way you go,” said the Cat. “You’re bound to get somewhere if only you walk long enough.”Carroll, Lewis. Alice’s Adventures in Wonderland

The Iowa Perspective

Raising student achievement begins at the classroom level one teacher at a time.

IPD

M

Iowa Professional Development StandardsImplementation of a school district’s career development plan shall meet the following standards:1. Align with the Iowa teaching standards and criteria2. Deliver research-based instructional strategies aligned with the student achievement goals established by the district

3. Deliver professional development training and learning opportunities that are targeted at instructional improvement and designed with the following components:

• Student achievement data and analysis• Theory• Classroom demonstration and practice• Observation and reflection• Teacher collaboration and study of implementation• Integration of instructional technology if applicable

4. Include an evaluation component of professional development that documents the improvement of instructional practice and the effect on student learning5. Support the professional development needs of district certified staff responsible for instruction

CEC-NAGC Knowledge & Skill Standards

1. Foundations2. Development and Characteristics of Learners3. Individual Learning Differences4. Instructional Strategies5. Learning Environments and Social Interactions6. Language and Communication7. Instructional Planning8. Assessment9. Professional and Ethical Practice10. Collaboration

http://www.nagc.org/index.aspx?id=1863

NAGC Programming Standards

Gifted Ed Programming Criterion 6Professional Development

Description: Professional development is essential for all educators involved in the development and implementation of gifted program services. PD is the intentional development of professional expertise as outlined by the NAGC-CEC teacher preparation standards. PD may take many forms ranging from…

⏎

IEATP/SERVE

Responsibilities

Professional

Responsibilities

Standards for School Leaders

⏎

Connect the Dots

SYNTHESIZING Form small groups. Consider your sets of

standards. What stands out for you? What connections do you

make between the standards and to what you have learned so far?

What are the implications for your work?

How will you apply this new learning?

Time to ReflectWhat have you learned (or how has your thinking changed) about professional learning based on our examination of the first essential question, “What is professional learning?”

What professional learning do

we need?

Law of Initiative Fatigue

When the number of initiatives increases while time, resources, and emotional energy are constant, then each new initiative – no matter how well conceived or well intentioned – will receive fewer minutes, dollars, and ounces of emotional energy than its predecessors.

--Reeves, p. 27

PURPOSESJob retentionRole modificationProfessional developmentPersonal growthInspiration

--Dettmer & Landrum, p. 20-1

DISCUSS…Purpose(s) relevant for you and

your building/districtRationale for choicesWays these purposes will affect

staff development topics, delivery, approach

What’s Your Mindset?

http://www.mindsetonline.comExplore the Web site.

What surprises you?What validates you?What can you do with these results?How can you use this information with

others?

Teacher Growth States

Gourmet Omnivore

Active ConsumerPassive ConsumerReticent

Joyce & Showers

What Are You?Enthusiast?Explorer?Sightseer?Vacationer?Prisoner?

JIGSAW“They’re Not Just Big Kids: Motivating Adult Learners”

Four groupsRead assigned sectionProcess with those who read the same section

Jigsaw

Adult Learners……possess a variety of background experiences and prior learning…need to participate voluntarily in the learning experience…learn best if they have control over the learning environment…desire practical applications…require a respectful environment…enjoy collaboration…need to integrate new learning with prior experience…believe in lifelong learning… act as change agents

Adult Learners Need…

…to be involved in the design of learning…to be encouraged to be self-directed…a facilitator rather than a didactic instructor…to have learning styles respected…a climate conducive to learning…to use past experience in the learning process…to see relevance to their own lives in the learning experience

Brookfield

How do I develop/deliver

Professional Learning?

Needs assessment Identify target audience Knowledge of identification procedures Understanding of program goals & options Staff selection Budgetary concerns Curriculum development Accountability and evaluation

Dettmer &Landrum, 1998

Steps you’ll include

Evidence of need Audience Learning

targets/Outcomes Format Presenter/Facilitator Content

Activities Materials Resources Expectations Assessment/

Evaluation

Inservice Design

SCENARIOSForm groups of three/four Read your chosen scenarioIdentify the issues presented which

might be impacted or rectified by focused professional learning opportunities. Consider the needs sensing/assessment, stakeholders/audience, modality, and focus/content.

PLANNING PD… What else do you need to know? How would you get the answers? Based on current information, where would you

start? What are the major issues to address in your staff

development plan? Who would be best equipped to deliver information

and support/coach participants in implementation? Who would your teachers best hear the message

from? Where do your teachers fall in the growth states?

ASSESSING NEEDSWhat information do you need?Who could/would best supply

that information?What questions will most

effectively provide that information?

What format would be most effective in gathering the information?

WRITE YOUR OWN SCENARIO

Consider the context in which you work.

Identify the major aspects of your work.Administrative supportBuilding-specific issuesPersonal expertiseGen. Ed. attitudes and knowledge

levelDescribe

Write Your Own Scenario

Identify the building by levelThink about a situation that is

troublesome to/for you.Capture the general tenor of the setting

in terms of attitudes about giftedDescribe roadblocks and barriers along

with anything you’ve tried that has/n’t been successful.

Model your scenario after the examples if that is helpful.

SHARE THE SCENARIO

Find a partner Share your scenario Identify the issues and what you still need to

know Prioritize for audience(s) to be impacted Determine formal and informal aspects of PD

(use Inservice Design template to determine format)

Use this information to formulate your plan using the planning template on the Wiki

May you live in a time of change.

--ancient Chinese curse

Managing Complex Change

= Change

Confusion=

==

=

=

+ + + +Vision Skills Incentives ResourcesAction Plan

Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

Anxiety

Resistance

False Starts

Frustration

+ + + +Skills Incentives ResourcesAction Plan

+ + + +Vision Incentives ResourcesAction Plan

+ + + +Vision Skills ResourcesAction Plan

+ + + +Vision Skills IncentivesAction Plan

+ + + +Vision Skills Incentives Resources

MANAGING CHANGE

Strategy--Save the Last Word for Me

Take a quote that “speaks” to you

Read it aloud to the groupRespond Round RobinPerson who read responds last

Collaborative Teams Promote Individual and Team Growth

CBAM

First or second order?Do stakeholders perceive the change as. . .

First-Order Implications Second-Order Implications

an extension of the past? a break with the past?

consistent with prevailing organizational norms?

inconsistent with prevailing organizational norms?

congruent with personal values?

incongruent with personal values?

easily learned using existing knowledge and skills?

requiring new knowledge and skills?

McREL

Reflect upon effective professional development:

How might you differentiate a staff development session on the nature and needs of giftedness?

What type of learning experiences might benefit you most professionally?

What professional learning for teachers or administrators would most benefit gifted students in your school or district? Why?

Establish a system for documenting and reflecting upon your continuing education experiences (e.g., conventions, seminars, courses, staff developments, etc.).

Presentation Tips & Tools

Heartland AEA Web tools searchable data base

For an alternative to PowerPoint check out http://www.prezi.com

Presentation Zen Web site Prezi overview Video overview

Facilitation strategies http://www.nsrfharmony.org/protocols http://www.aea11.k12.ia.us/educators/pd_learni

ng/instructor/resources.html

PRESENTATION

What is it?What does it

involve?

PRESENTATION

What are you comfortable with?

What concerns you?

Is presentation alone enough?

ConclusionAny professional can become an effective

presenter.

Knowledge is not enough.

Being able to communicate is equally important.

Investing time and effort in improving presentation and facilitation skills is always rewarded.

FACILITATION What is it?What does it

involve?

FACILITATION What are you

comfortable with?

What concerns you?

CORE PRACTICES AS A FACILITATOR

Listen actively Ask questions Paraphrase to

clarify Synthesize ideas Stay on track Label sidetracks Embed strategies

Test assumptions Collect ideas Summarize

clearly Use park it Give and receive

feedback

When do I present?

When do I facilitate?

How do I know Professional Learning

is effective?

Staff Development Outcomes

Greater teacher awarenessBetter job of identificationMore creative differentiationTeachers feel trustedTighter alignment between gifted &

regular education Increased collegiality Permission to innovateValidation

EVALUATING STAFF DEVELOPMENT

(p. 61-66, Kitano)How will you know this made a difference?

For teachersFor administratorsFor kids

How does the evaluation align with the objectives?

How might the KASAB inform the evaluation?

How will this evaluation impact future staff development--formal and informal?

GATHERING GRIDForm groups of four

Facilitator and recorderWrite names at top of gridOne question at a time

Each person write ideas on sticky notes, share, and post

Facilitator lead discussion of similarities and differences in responses

Discuss ways to use this facilitation strategy

MAGNET SUMMARY

Fold a piece of paper into four sections.

Write the words professional learning in the center and add four key words or phrases.

Compose a summary statement.

MEMORY MINGLE1. How has the information you’ve

engaged with so far “pushed” your thinking?

2. Share in triads3. Identify connections and/or

conclusions4. Share with large group