Effective Professional Development

8/6/2019 Effective Professional Development

1/38

Effective Professional Development

Using an OBM Approach

Melissa Owens


2/38

Activity: K-W

On one sticky note write about a positiveprofessional development experience. Knowing

what you do now about OBM, were any of theOBM methods used?

One another sticky note write about a

professional development experience that couldhave been better. Knowing what you do nowabout OBM, what OBM methods could havemade the experience better?


3/38

Discussion Point: Why Do We needProfessional Development?

Remain current Improve teaching abilities

Add to our toolbox

Improve quality of education

(Glickman, Gordon, & Gordon-Ross, 1999)


4/38

Typical Professional Development

Training Involvement in a development of improvement

process

Inquiry

Individual professional development Observation/ assessment



5/38


Discussion Point: Based upon your experiences,

what worked? What didnt work?


6/38


Effective staff developmentrelates theory

and application by combining presentation withdemonstration, practice and feedback, withfollow-up in the school in the form of technicalassistance, coaching and peer support

Effective staff development in regards to trainingis a useful technique for changing a variety of

behaviors as OBM researchers have found.

Johnson, Redmon, & Mawhinney, 2008


7/38

Organizational Behavior Management

Creating a professional development experience

that is effective is the part of OBM referred to asthe program.

Aprogram can be a treatment (wage subsidy),an intervention (a training opportunity), or an

independent variable (reinforcement program).

Johnson, Redmon, & Mawhinney, 2008


8/38

Data-Driven OBM and PD

ProfessionalDevelopment should be data-driven

with a specific goal in mind that theadministration is looking to achieve.

Why or how will the professional developmentincrease student achievement?

Amultiple baseline design can be used in astepwise fashion (staggered) and is best to use

because it will answer program evaluationquestions.

Johnson, Redmon, & Mawhinney,2008


9/38

As an Administrator, How to Make PDEFFECTIVE

Focused

Time to implement Collaboration

Adequate support

Comfort and Confidence

Research based Incorporated district, building, department, and

or individual goals.

(Penuel,Fishman, Yamaguchi, & Gallagher, 2007)


10/38

Reinforcement During PD

Administrators who use feedback as a source of

reinforcement will add value to the context ofthe training.

The value of a work setting will increase and thevalue of remaining in it will increase when more

positive reinforcements are obtained thereinwhether they are contingent on performance ornot.

Johnson,Redmon, & Mawhinney, 2008


11/38

Other Elements that can make PDEffective

Planning Provide an agenda Begin and end on time Utilize demonstrations

Include hands-on activities Be patient-show a sense of humor Offer prizes and rewards Include an evaluation Offer follow up activities

Physical Conditions

Evaluations (see resource folder)

Evaluation is an integral and essential component ofstaff development, contributing to ongoing decision-making, modifications and improvement.

(Penuel, Fishman, Yamaguchi, & Gallagher, 2007)

(Bishop,& Janczak,2005)

(Emergency Librarian, 1994)


12/38

How can Administrators and TeachersWork Together to Make PD Effective? Examine the current school philosophy

regarding teacher and learning. Organize study groups to discuss contemporaryviews of learning.

Examine goals of current school improvement

plan and adapt them to meet current needs. Create school improvement teams that design

activities to create learning organizations. (Cook, Fine, Sparks, & Hirsh, 1996)


13/38

Discussion Point: PD Experiences?

Mentoring

Skill development

Teacher centers

Teacher institutes

Collegial supportgroups

Networks

Leadership rolls

Reflection writing

Individual plans

Partnerships



14/38


15/38

Motivating the Adult Learner

2 types of motivation:

Intrinsic: comes from within, the biggest rewardis knowing that you accomplished something

you set out to do

Extrinsic: comes from outside sources


16/38

Incentives for Teachers: What motivates,

What matters (Johnson, 1986)

ExpectancyTheory: Individuals are more likelyto strive in their work if there is an anticipatedreward that they value such as a bonus or apromotion then if there is none

EquityTheory: Individuals are dissatisfied ifthey are not justly compensated for their efforts

and accomplishments Job Enrichment Theory: Individuals are more

productive when their work is varied andchallenging


17/38

4 tips for motivation

Make sure the content is relevant

Bring in life experiences

Be flexible

Make sure the content is challenging and varied


18/38

Make the information Relevant

Skills training is not appropriate in situations

where people already possess skills needed toexecute the desired behavior.

Self-management training or the use ofmotivational strategies such as

goal setting and contingentreinforcement are moreappropriate.

Johnson,Redmon, & MaWhinney, 2008


19/38

Bring in Life Experiences

Adults have had a lot more experiences the kids,

use this to your advantage Help them integrate this knowledge into new

learning

Be careful of This is howI did it . . .

discussions


20/38

Be Flexible

Adults have a lot of responsibilities outside of

your class, the more information youve giventhem the further in advance, the better

Allow teams to examine more specific topicsinside your general curriculum that they choose


21/38

Challenge/Variation

Adults have a lot on their minds, if they are not

challenged and the work isnt varied they willlose focus


22/38


23/38

Collaborative PD

Professional dialogues would be more effective ifteachers have a sense of ownership.

Teachers appreciated being able to shareconcerns and needs in regards to including

students in their classrooms with colleagues.(Schumm & Vaughn, 1995)


24/38

Collaborative PD

To achieve the dual goals of quality professional

learning for all teachers and academicachievement for all student groups (NSDC,2001), principals are encouraged to incorporatepractices inclusive of all faculty members.

Study groups allow school practitioners to studyrelevant research and teaching strategies formaking decisions on how to impact studentachievement and school culture

Mullen & Hutinger, (2008).


25/38

Collaborative PD

Study group refers to faculty members who

gather to discuss student work, instructionalstrategies, and school wide goals or initiatives

study groups require participation from allfaculty members focused on a common vision

for student learning; these serve as a viablemethod for facilitating high-quality professionaldevelopment in support ofNational StaffDevelopment Counsel guidelines.



26/38

Collaborative PD

Recent research on highly effective practices in

teacher development affirms that participationin study groups affords teachers an opportunityto prioritize student needs and schoolimprovement goals, not only on a consistent

basis but also in a supportive context



27/38

Collaborative PD

Although classroom teachers are agents of

instruction, objects of change, and facilitators ofstudent learning, the principal is the crucialfactor in the success of faculty study groups.



28/38

Key Topics for Administrators

On-Site Professional Development

T

he best resource in the room is the teacher, weshould invest our money there

Greater understanding by teachers leads to greaterfidelity with regard to the implementation ofEBP,as well as the ability to meet individual needsmore effectively

(Kennedy, & Shiel, 2010)


29/38


On-Site Professional Development

F

acilitators provided in-class modeling of newinstructional practices discussed during PD

Teachers took notes and looked for evidence of theeffective components of these lessons

Facilitator would revisit classrooms to look forthese same effective components

(Kennedy, & Shiel, 2010)


30/38


SelfDetermination Skills

When students are taught to self-regulate,problem solve, make decisions and set goals theyhave greater access to the general curriculum

Students were taught to plan and learn along withcontent, this offered greater access over time andacross content

(Palmer, Wehmeyer, Gipson, & Agran, 2004)


31/38


SelfDetermination Skills

When a problem is posed, students focus onsolving it in 3 phases:

1) Phase 1: What is my goal?

2) Phase 2: What is my plan?

3) Phase 3: What haveI

learned?(Palmer, Wehmeyer, Gipson, & Agran, 2004)


32/38


Better Knowledge of General Ed. Curriculum.

Helps Spec. Ed. Teachers find the balance betweenremediation and instruction

(Abell, Bauder, & Simmons, 2005)

Improved alignment of expected outcomes,

teaching strategies and assessments Better connections between subject areasthrough curriculum mapping

(March, & Peters, 2002)


33/38


Better Understanding ofEffective Instruction

As teacher collaborate to implement effectiveinstructional techniques, access for Spec. Ed.Students is increased

x This includes UDL (Wehmeyer, 2006)

(Abell, Bauder, & Simmons, 2005)

Teachers should focus on varying instructionalmethods, utilizing authentic assessments, high-quality materials and cooperative work



34/38


Curriculum and Instruction are Affected by:

The attention given to higher order thinking skillsand activities

The variety of instructional methods

x Guided discussion, action research, technology

Learning constructs

x Levels of questioning, visual organizers



35/38

Available PD for Access to the Gen. Ed.Curriculum

www.edcatorsprofessionaldevelopment.com

www.PaTTAN

.net (professional development --> resources/ calendar)

http://www2.ed.gov/teachers/dev/contedu/edpicks.jhtml?src=ln

http://www.ascd.org/professional_development.aspx

www.discoveryeducation.com

www.nsdc.org


36/38

Activity: -L

On a sticky note, share something you learnedfrom todays presentation on ProfessionalDevelopment using an OBM approach.


37/38

References Abell, M. M., Bauder, D. K., & Simmons, T. J. (2005). Access to the general curriculum: Acurriculum

and instruction perspective for educators. Intervention in School and Clinic, 41, 82-86. Bishop, K., & Janczak, S. (2005). Conducting effective staff development workshops.Library Media

Connection, 33. Cook, C. Fine, C., Sparks,D., & Hirsh, S. (1996). Critical issues: realizing new learning for all students

through professional development.North Central Regional Educational Laboratory. Retrievedfromwww.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd200.htm

Emergency Librarian. (1994). Effective staff development.Emergency Librarian. 22, 1. Glatthorn, A.A. (1990). Cooperative professional development: Facilitating the growth of the special

education teacher and the classroom teacher.Remedial and Special Education, 11, 29-34. Glickman,C., Gordon, S., Ross-Gordon, J. (2007)Supervision and instructional leadership: A

developmental approach. (Rev. ed.) Boston: Pearson. Johnson, S. (1986). Incentives for teachers: What motivates, what matters.Education Administration

Quarterly,3, 54-79.

Johnson, C.M., Redmon, W.K., & Mawhinney, T.C. (2008). Handbook of organizational performance.Binghamton: The Haworth Press.

Kennedy,E., & Shiel, G. (2010). Raising literacy levels with collaborative on-site professionaldevelopment in an urban disadvantaged school. The Reading Teacher, 63, 372-383.

Lee, S.H., Wehmeyer, M.L., Soukup, J.H., & Palmer, S.B. (2010). Impact of curriculum modifications onaccess to the general education curriculum for students with disabilities.Exceptional Children, 76, 213233


38/38

References Cont.. Leko, M.M., & Brownell, M.T. (2009). Crafting quality professional development for special

educators: What school leaders should know. TEACHING Exceptional Children, 42, 64-70. Mullen,C., & Hutinger, J.L. (2008). The principals role in fostering collaborative learning

through faculty study group development. Theory Into Practice. 47, 276-285.

March, J. K., & Peters, K. H. (2002). Curriculum development and instructional design inthe effective schools process. Phi Delta Kappan, 83, 379-381.

Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to thegeneral curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439.

Panuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professionaldevelopment effective? Strategies that foster curriculum implementation.American

Educational Research Journal, 44, 921-958.

Schumm, J.S., & Vaughn, S. (1995). Meaningful professional development inaccommodating students with disabilities.Remedial and Special Education, 16, 344-354. Wehmeyer, M. L. (2006). Beyond access:Ensuring progress in the general education

curriculum for students with severe disabilities. Research and Practice for Persons withSevere Disabilities, 31, 322-326.

Documents

Effective Professional Development