Developing High-Quality Campus Plans for Professional Development

Developing High-Quality Campus Plans for

Professional Development

Staff development knowledge has reached the point where any school district can build a staff development program that enhances professionalism and supports curricular and instructional change that accelerates student learning in the personal, social, and academic domains.

Bruce JoyceBeverly ShowersSeptember 2002

Professional Development Description

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•

•

•

Session Tool #1Session Tool #1

Professional Development Description

• Results-driven and job-embedded• Focused on helping teachers become deeply

immersed in subject matter and teaching methods

• Curriculum-centered and standards-based• Sustained, rigorous, and cumulative• Directly linked to what teachers do in their

classrooms. Dennis Sparks and Stephanie Hirsh

National Staff Development Council

Bookmark #1

Bookmark #1

The same Data used to create your CIP should

Focus and Monitor the results of your

Professional Development.

Victoria L. Bernhardt, PhD

1. Using Data to Improve Student Learning inElementary Schools

2. Using Data to Improve Student Learning inMiddle Schools

3. Using Data to Improve Student Learning inHigh Schools

Demographic Data

• It is important to gather current demographic data to know who we are serving.

• It is then important to determine if professional development needs are related to this data.

Student Learning Data

• This layout tells the story of the school.

• If you want your story to change, you have to know what it is.

School Process Data• Improvement is not

achieved by focusing on results, but by focusing on improving the systems that create the results.

• These may indicated needed professional development.

Perceptual Data• Perceptions are important

because they can tell us what motivates people —our students, staff, and community.

• They can also tell us about satisfaction with professional development.

Data at Texas Schools

DemographicData

PerceptualData

School Process

Data

Transparency Set #1

Transparency Set #1

Student Learning

Data

Orange- Demographic DataGreen- Student Learning DataBlue - School Process DataYellow- Perceptual Data

Campus I mprovement Plan

2006 - 2008

District Goal: To improve the achievement of all students

Performance Objective: To improve the reading scores on the TAKS of all students

Summative Evaluation: TA KS reading scores will increase = or greater than AY P requirements

Component(s) Action(s)

Implementations

Needs

Assessment

Special

Populations

Person(s)

Responsible

Timeline

Start/End

Resources

Human/Material/Fiscal

Formative

Evaluation

Records

StudentAchievement

and

ProfessionalDevelopment

Benchmark testswill be given.

Professionaldevelopment onhow to makedata-basedinstructionaldecisions will beduringdepartmentmeetings

Classroomcoaching byspecialists willf ocus onstandardsindicated on

Bench-marktests

Focus onLow SESscores ineachclassroom

Academiccoach

8-06 to4-06

Departmentchairs/Coach

6 weeks benchmarks

Palm classroom walk-through data

Data organized by thereading program inwhich the student isenrolled

WeeklySpecialistRecords

Testresults

CWT Records

Benchmarksdisaggregatedby low-incomestudents

Plans /records

Tests

PalmCWTdata

Datacharts



2006 - 2008





Implementations

Needs

Assessment

Special

Populations

Person(s)

Responsible

Timeline

Start/End

Resources


Formative

Evaluation

Records

StudentAchievement

and




Classroomcoaching byspecialists willf ocus onstandardsindicated ontests as needingreinforcement

Bench-marktests


Academiccoach

8-06 to4-06


6 weeks benchmarks




Testresults

CWT Records


Plans /records

Tests

PalmCWTdata

Datacharts


2006 - 2008





Implementations

Needs

Assessment

Special

Populations

Person(s)

Responsible

Timeline

Start/End

Resources


Formative

Evaluation

Records

StudentAchievement

and





Bench-marktests


Academiccoach

8-06 to4-06


6 weeks benchmarks




Testresults

CWT Records


Plans /records

Tests

PalmCWTdata

Datacharts


2006 - 2008





Implementations

Needs

Assessment

Special

Populations

Person(s)

Responsible

Timeline

Start/End

Resources


Formative

Evaluation

Records

StudentAchievement

and





Bench-marktests


Academiccoach

8-06 to4-06


6 weeks benchmarks




Testresults

CWT Records


Plans /records

Tests

PalmCWTdata

Datacharts


2006 - 2008





Implementations

Needs

Assessment

Special

Populations

Person(s)

Responsible

Timeline

Start/End

Resources


Formative

Evaluation

Records

StudentAchievement

and





Bench-marktests


Academiccoach

8-06 to4-06


6 weeks benchmarks




Testresults

CWT Records


Plans /records

Tests

PalmCWTdata

Datacharts

Bookmark #2

Bookmark #2

Job-Embedded Professional Development

Page 58

• Professional Development should be embedded in the daily life of every school . . .

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are needed to see this picture.

Where to find the Time for job-embedded

Professional development?1.

2.

3.

4.

5.

Session Tool #3

Session Tool #3

Where to find the time?• Large group sessions• Small group sessions• Individually• Grade level/Team meetings• Departmental meetings• Faculty meetings• Designated district days• Specific PD release time• Purchased with substitutes• Trading-off for non-teaching

days

September 2006

Middle School CalendarSunday Monday T uesday Wednesday Thursday Friday Saturday

1 - B 2

3 4 Labor Day

Holiday

5 - A

45 minute Tea m

Meet ing:

Planning fo r the

block/ diff .

inst ruct ion

6 - B 7 - A

6- 7- 8

Depart mental

Meet ing to Begin

creat ing 1st

Benchmark test

8 - B 9

10 11 - A

Depart ment Chair

Meet ing:

Understanding by

Design/S haring

lesson plans

12 - B

45 minute Dept

Meet ing: UBD

and Sample

Lesson Plan

13 - A 14 - B

Faculty

I nst ruct ional

Academy: UBD,

Share plans,

15 - A 16

17 18 - B

Depart ment Chair

Meet ing: Plan

class visits a nd

f eedback

19 - A

45 minute Tea m

Meet ing

beginning: Work

on benchmarks

20 - B 21 - A 22 - B 23

24 25 - A

Depart ment Chair

Meet ing: D iscuss

class visits on

planning and

diff erentiated

inst ruct ion.

26 - B

45 minute Dept

Meet ing:

Finalize

benchmark tests

27 - A 28 - B

Faculty

I nst ruct ional

Academy:

Procedures f or

benchmarks

5:30 CAC:

Benchmarks

29 - A

1st six weeks

ends

30


Bookmark #3

Bookmark #3

Joyce and Showers 2002

Student Achievement

Through Staff Development

3rd Edition

By Bruce Joyce and

Beverly Showers

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

Session Tool #5

Session Tool #5

RELATIONSHIP BETWEEN LEVELS OF IMPACTAND

COMPONENTS OF PROFESSIONAL DEVELOPMENT

LevelsOf Impact

Componentsof Training

Awareness PlusConcept

Understanding

Skill Attainment Application andProblem Solving

in theClassroom

PresentationOf Theory 10%

Modelingand

Demonstration



LevelsOf Impact



Understanding


in theClassroom


Modelingand

Demonstration



LevelsOf Impact



Understanding


in theClassroom


Modelingand

Demonstration



LevelsOf Impact



Understanding


in theClassroom

PresentationOf Theory

Modelingand

Demonstration30%



LevelsOf Impact



Understanding


in theClassroom


Modelingand

Demonstration20%



LevelsOf Impact



Understanding


in theClassroom


Modelingand

Demonstration0%



LevelsOf Impact



Understanding


in theClassroom

Practiceand Low Risk

Feedback60%

Coachingwith

Study Teams,Peer Visits,Specialists,

Administrators,and others



LevelsOf Impact



Understanding


in theClassroom


Feedback60%

Coachingwith





LevelsOf Impact



Understanding


in theClassroom


Feedback5%

Coachingwith





LevelsOf Impact



Understanding


in theClassroom


Feedback

Coachingwith



95%



LevelsOf Impact



Understanding


in theClassroom


Feedback

Coachingwith



95%



LevelsOf Impact



Understanding


in theClassroom


Feedback

Coachingwith



95%

• Does your CIP use the Joyce and Showers research to plan

Professional Development?

Bookmark #4

Bookmark #4

Sample Action StepsFor Professional Development

Professional Development DescriptionDennis Sparks and Stephanie Hirsh

• Plan for results-driven and job-embedded PD• Focus on helping teachers become deeply immersed in subject matter• Maintain topics that are curriculum-centered and standards-based• Ensure that the PD is sustained, rigorous, and cumulative• Link directly to what teachers do in their classrooms

Using Data to Improve Student LearningVictoria Bernhardt

• Make use of demographic data – provides descriptive information about the school community,such as enrollment, attendance, grade level, ethnicity, gender, and native language

• Make use of student learning data – describes the results of the system in terms of standardizedtest results, grade point averages, standards assessments, and authentic assessments

• Make use of school processes data – defines what teachers are doing to get the results they aregetting; includes programs, instructional strategies, and classroom practices

• Make use of perceptual data – helps to understand what students, parents, staff, and others thinkabout the learning environment; often gathered through questionnaires, interviews, andobservations

Job-Embedded Professional DevelopmentDennis Sparks and Stephanie HirshNancy Protheroe, Elizabeth Shellard, and Jennifer Turner

• Utilize planning time with individuals, small and large groups• Make use of team, departmental, grade level meetings with common planning time• Use department chair and leadership team meetings• Incorporate faculty meeting time• Plan for early release time• Utilize substitutes• “Purchase” teacher time by giving compensation for weekend or summer work• Include district-designated time

Professional Development ComponentsBruce Joyce and Beverly Showers

• Consider using presentation of theory• Consider using modeling and demonstration• Consider using practice and low risk feedback• Consider using coaching with study teams, peers, specialists, administrators, and others

Session Tool #6

Session Tool #6

Documents

Developing High-Quality Campus Plans for Professional Development