DESIGNING PROFESSIONAL DEVELOPMENT PROGRAMMING

IN THE K-12 ARENA

Linda Sanders-GaterMathematics SpecialistJackson Public Schools

What DOES drive professional development programming in a school district? Consultants, publishing companies, Title I funding deadlines, observations, etc.

What should drive professional development programming in a school district?

Using data to inform professional development

produces….

on-target programming.

Using a shot gun approach to professional development programming produces a lot of spatter……

but not much evidence is left to sift through!

Impetus for Professional Development Programmatic Change…..

NSF JUSP Grant

Programming tied to the Strategic Plan

 

        

STAR Model Plan for Mathematics Professional Development

Components of the STAR Model

Key Area/Content

Elaboration

Networking

Reading/Research

Job-Embedded

Data Sources

• Needs-assessment surveys-conducted online or via paper/pencil

• Teacher observations• State assessment results e. g. MCT2 and SATP2

• District 9-weeks assessment results

• New teacher induction

Sample Needs Assessment Survey Results• Respondents were K-5 Mathematics teachers

Sample Programming

Sample Needs Assessment Survey Results• Respondents were 6-12 Mathematics Teachers

Observations demonstrated a need for programming in the following sample areas:• Instructional strategies that are reflective of current research practices e. g. Marzano’s 9, UbD, small group strategies and other student-centered strategies etc.

• Utilization of the block schedule in math classrooms e. g. lesson planning and small group strategies

• Classroom management strategies• Incorporating literacy strategies in math e. g. specific vocabulary and comprehension strategies

• Differentiated Instruction strategies

What type of programming does a “New Teacher” need?

• In-depth exposure of TE students to research-based pedagogical techniques such as – Grant Wiggins’ Understanding by Design

– Robert Marzano’s 9 Essential Instructional Strategies

– Brain-based Learning Strategies– Differentiated Instruction Strategies

What type of programming does a “New Teacher” need?

– Content Knowledge for K-8 and K-5 teachers must be expanded through more undergraduate course work.•5th grade teachers must now teach comparing and ordering integers (6th grade in previous framework)

•8th grade teachers must now teach polynomial operations (_,+, X) and writing/graphing linear equations in two variables)

What type of programming does a “New Teacher” need?

– Classroom rituals and routines– Professional communication and demeanor with co-workers, students, and parents.