Professional Development: Professional Development: Supporting Teacher Supporting Teacher

Effectiveness and RetentionEffectiveness and Retention

Carol AlbrittonCarol AlbrittonOffice of Professional Standards, Licensing and Higher Office of Professional Standards, Licensing and Higher Education CollaborationEducation Collaboration

Sandra O’NeilSandra O’NeilOffice of Academic StandardsOffice of Academic Standards

Current Research on Professional Current Research on Professional DevelopmentDevelopment

Professional Learning in the Learning Profession: Professional Learning in the Learning Profession: A Status Report on Teacher Development in the A Status Report on Teacher Development in the U. S. and AbroadU. S. and Abroad

ByBy

Linda Darling-Hammond, et. al.Linda Darling-Hammond, et. al.

School Redesign Network, Stanford UniversitySchool Redesign Network, Stanford University

andand

National Staff Development CouncilNational Staff Development Council

February, 2009February, 2009

the most comprehensive study of professional development the most comprehensive study of professional development

ever conducted in the U.S.ever conducted in the U.S.

Professional Learning in the Learning ProfessionProfessional Learning in the Learning Profession

Share the study through jigsaw groups.Share the study through jigsaw groups.

– Form groups of 3Form groups of 3– Everyone reads pages 3-6 silentlyEveryone reads pages 3-6 silently (Preface and Key (Preface and Key

Findings)Findings)(6 minutes)(6 minutes)

– Each person selects a chapter to read silently (5 minutes) Each person selects a chapter to read silently (5 minutes) – Share the key ideas from each chapter with your group Share the key ideas from each chapter with your group

(6 minutes)(6 minutes)

Comments on the report’s findings? Comments on the report’s findings?

““I hear and I forget. I see and I remember. I do I hear and I forget. I see and I remember. I do and I understand.”and I understand.”

ConfuciusConfucius

* * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * *

Many teachers state that they learned more in Many teachers state that they learned more in the first year of teaching than in all the years the first year of teaching than in all the years of formal teacher preparation. of formal teacher preparation.

From Professional DevelopmentFrom Professional Developmentto to Professional LearningProfessional Learning

Rick DuFour asks: “Why do institutions created for and Rick DuFour asks: “Why do institutions created for and devoted to learning not call upon the professionals devoted to learning not call upon the professionals within them to become more proficient in improving the within them to become more proficient in improving the effectiveness of schools by actually doing the work of effectiveness of schools by actually doing the work of school improvement?” school improvement?”

Learning By DoingLearning By Doing (2006) (2006)

Job-embedded learning that improves teacher practice is Job-embedded learning that improves teacher practice is formalized by developing a school culture around professional formalized by developing a school culture around professional learning community principles. learning community principles.

Regulations: N.J.A.C. 6A:9-15Regulations: N.J.A.C. 6A:9-15Creation of a school level professional development Creation of a school level professional development committee (SPDC) comprising 3 teachers and one committee (SPDC) comprising 3 teachers and one administratoradministrator2008 – 2009 a developmental year for learning about 2008 – 2009 a developmental year for learning about effective professional learning practices at the school effective professional learning practices at the school levellevelInitial school level plans will be written in Fall 2009 for Initial school level plans will be written in Fall 2009 for the 2010 – 2011 SY and submitted to the local the 2010 – 2011 SY and submitted to the local committee (LPDC) committee (LPDC) Multiple training opportunities from NJ DOE and Multiple training opportunities from NJ DOE and partner organizationspartner organizations

DetailsDetails::

Webinar Number One – Download and view the recorded Webinar Number One – Download and view the recorded webinar and powerpoint document:webinar and powerpoint document:

www.nj.gov/education/profdev/pd/teacherwww.nj.gov/education/profdev/pd/teacher

NJ Professional Development Initiative NJ Professional Development Initiative Focusing Collaborative Professional LearningFocusing Collaborative Professional Learning

New Jersey Professional Development Standards for EducatorsNew Jersey Professional Standards for Teachers and School LeadersNew Jersey Core Curriculum Content StandardsSchool needs assessment and other relevant data (achievement, demographic, perception, school processes)School improvement goalsStudents’ daily work / formative assessments / summative assessments

NJ DOE has a long-standing partnership with NSDC who NJ DOE has a long-standing partnership with NSDC who developed and published a tool kit to support the developed and published a tool kit to support the development of professional learning communities: development of professional learning communities:

Collaborative Professional Learning in School and Collaborative Professional Learning in School and Beyond: A Tool Kit for New Jersey EducatorsBeyond: A Tool Kit for New Jersey Educators

ContentsContentsChap. 1 – A New Kind of Professional DevelopmentChap. 1 – A New Kind of Professional DevelopmentChap. 2 – Aligning the Standards: Making the CaseChap. 2 – Aligning the Standards: Making the CaseChap. 3 – Collaborative Professional LearningChap. 3 – Collaborative Professional LearningChap. 4 – Getting StartedChap. 4 – Getting StartedChap. 5 – Supportive Conditions for Collaborative Professional LearningChap. 5 – Supportive Conditions for Collaborative Professional LearningChap. 6 – Facilitating Collaborative TeamsChap. 6 – Facilitating Collaborative TeamsChap. 7 – Making TimeChap. 7 – Making TimeChap. 8 – Using DataChap. 8 – Using DataChap. 9 – Working CollaborativelyChap. 9 – Working CollaborativelyChap. 10 – Team Planning and ReportingChap. 10 – Team Planning and ReportingChap. 11 – Role of PrincipalChap. 11 – Role of PrincipalChap. 12 – Role of Central OfficeChap. 12 – Role of Central OfficeChap. 13 – Evaluating Collaborative Professional LearningChap. 13 – Evaluating Collaborative Professional Learning

School Culture—School Culture—Shared Purpose and VisionShared Purpose and Vision

““Great schools ‘row as one’; they are quite clearly in Great schools ‘row as one’; they are quite clearly in the same boat, pulling in the same direction in the same boat, pulling in the same direction in unison. The best schools we visited were tightly unison. The best schools we visited were tightly aligned communities marked by a palpable sense aligned communities marked by a palpable sense of common purpose and shared identity among of common purpose and shared identity among staff—a clear sense of ‘we.’ By contrast, struggling staff—a clear sense of ‘we.’ By contrast, struggling schools feel fractured; there is a sense that people schools feel fractured; there is a sense that people work in the same school but not toward the same work in the same school but not toward the same goals.”goals.”

Lickona and Davidson (2005)

Culture Audit: Culture Audit: A First Step toward Developing A PLCA First Step toward Developing A PLC

Tool Kit Tool Kit —Tool 5.2:—Tool 5.2: Self-Assessment: School Culture Triage. Self-Assessment: School Culture Triage. Used successfully in public schools of North Carolina, Florida Used successfully in public schools of North Carolina, Florida and Kentucky over the last decade. It can be used with one and Kentucky over the last decade. It can be used with one school or an entire district to provide immediate feedback.school or an entire district to provide immediate feedback.

1.1. Form groups of 3.Form groups of 3.

2.2. Complete the self-assessment Complete the self-assessment individuallyindividually for for a school or district you know well. (4 minutes)a school or district you know well. (4 minutes)

3.3. Score your results by adding the points. Score your results by adding the points.

1 point = never 1 point = never

5 points = always or almost always 5 points = always or almost always

Culture AuditCulture AuditA First Step toward Developing A PLCA First Step toward Developing A PLC

Discuss these questions in your group:Discuss these questions in your group:

(6 minutes)(6 minutes)

1.1. Which attributes that align with best Which attributes that align with best practices received high marks? To what practices received high marks? To what do you attribute these practices?do you attribute these practices?(Policies? Infrastructure? Tradition? Reforms? Leadership? Other?)(Policies? Infrastructure? Tradition? Reforms? Leadership? Other?)

1.1. Which attributes that align with best Which attributes that align with best practices received low marks? To what practices received low marks? To what do you attribute the low marks?do you attribute the low marks?

The Heart of the Work: The Heart of the Work: PROFESSIONAL LEARNING TEAMSPROFESSIONAL LEARNING TEAMS

Team composition: by grade level, whole faculty, Team composition: by grade level, whole faculty, departmental, articulation, interdisciplinary, small departmental, articulation, interdisciplinary, small learning community faculty, etc.learning community faculty, etc.

Action researchAction researchStudy groupsStudy groupsMentoring/coachingMentoring/coachingAnalysis of student workAnalysis of student workCurriculum design/Curriculum design/

curriculum mappingcurriculum mappingCommon assessmentsCommon assessmentsTuning protocolsTuning protocolsData analysisData analysisLesson StudyLesson Study

PROFESSIONAL LEARNING TEAMSPROFESSIONAL LEARNING TEAMS

Teams focus on the guiding questions to Teams focus on the guiding questions to achieve results:achieve results:

What is essential for students to learn?What is essential for students to learn?

How will we know if they have learned it?How will we know if they have learned it?

What will we do if they don’t learn?What will we do if they don’t learn?

What will we do if they already know it?What will we do if they already know it?

What do teachers need to know to support What do teachers need to know to support student learning?student learning?

Supporting CollaborationSupporting Collaboration

TeachersTeachers

School-based Resource Staff and SupervisorsSchool-based Resource Staff and Supervisors

PrincipalPrincipal

District Curriculum and PD SupervisorsDistrict Curriculum and PD Supervisors

Launching a PLC: Launching a PLC: Some AdviceSome Advice from A School Leader from A School Leader

1.1. Read the article “How to Launch a Read the article “How to Launch a Community” by Rick DuFour. (3 minutes)Community” by Rick DuFour. (3 minutes)

2.2. Highlight or underscore 2 statements that Highlight or underscore 2 statements that you can take back and share with you can take back and share with colleagues.colleagues.

3.3. Discuss the 2 statements in your group. Discuss the 2 statements in your group. What concrete advice from this principal’s What concrete advice from this principal’s experience can you apply to your school experience can you apply to your school or district?or district? (3 minutes) (3 minutes)

Getting Buy-inGetting Buy-in

1.1. Read the article “Getting Everyone to Buy Read the article “Getting Everyone to Buy In” by Rick DuFour. (3 minutes)In” by Rick DuFour. (3 minutes)

2.2. Highlight or underscore 2 statements that Highlight or underscore 2 statements that you can take back and share with you can take back and share with colleagues.colleagues.

3.3. Discuss the 2 statements with your team Discuss the 2 statements with your team members. What practical lesson is found members. What practical lesson is found in this principal’s experience?in this principal’s experience?

(3 minutes) (3 minutes)

Comments?Comments?

““Unless teams of teachers Unless teams of teachers improve together, schools improve together, schools never will.”never will.”

Michael FullanMichael Fullan

Research Linking Research Linking Professional Learning Communities withProfessional Learning Communities with

School Improvement School Improvement

Linda Darling Hammond, The Right to Learn

Michael Fullan, Change Forces

Fred Newmann and Gary Wehlage, Successful School Restructuring

Mike Schmoker, Results

Steve Klein, et.al., Fitting the Pieces: Education Reform that Works

Research Linking Research Linking Professional Learning Communities withProfessional Learning Communities with

School Improvement School Improvement

Richard Sagor, Collaborative Action Research for Educational Change

Jonathan Saphier, John Adams’ PromiseDoug Reeves, The Leader’s Guide to

StandardsRobert Marzano, What Works in SchoolsGordon Cawelti, “The New Effective

Schools” in Best Practices, Best Thinking and Emerging Issues in School Leadership

New Jersey Tool KitNew Jersey Tool Kit

The tool kit is password-protected on the The tool kit is password-protected on the NJDOE web site. It will be available for NJDOE web site. It will be available for download from December 1, 2008 until download from December 1, 2008 until December 31, 2009. To access the tool kit December 31, 2009. To access the tool kit after entering the URL, write to:after entering the URL, write to:

TeachPD@doe.state.nj.us TeachPD@doe.state.nj.us Email your questions and comments related Email your questions and comments related

to professional learningto professional learning

Additional ResourcesAdditional Resources““A Common Language” – A Common Language” – professional learning professional learning

community defined by partner organizations community defined by partner organizations (request at TeachPD@doe.state.nj.us)(request at TeachPD@doe.state.nj.us)

Learning by Doing. (2006) Rick DuFour, et. al., Solution-Tree.

Failure Is Not An Option (2004) Alan Blankstein, Corwin Press.

Additional ResourcesAdditional Resources

Leading Professional Learning Communities. (2007) Hord and Sommers, Corwin Press.

Finding Time. (2008) Ed. Valerie Von Frank, NSDC

Creating a Culture. (2008) Ed. Valerie Von Frank, NSDC

Revisiting Professional Learning Communities at Work. (2008) DuFour, DuFour, Eaker, and Many, Solution -Tree.

www.allthingsplc.org www.nsdc.org www.solution-tree.com

OpportunitiesOpportunities

• NJ DOE series of webinars on collaborative NJ DOE series of webinars on collaborative professional learning professional learning (download prerecorded webinars and view individually or with teams of educators – instructions online)

• Convocation for superintendents and LPDC Convocation for superintendents and LPDC chairpersonschairpersons

• NJ DOE regional training opportunities for NJ DOE regional training opportunities for school/district teamsschool/district teams

• Partner organizations provide opportunities state wide Partner organizations provide opportunities state wide and regionallyand regionally

• Development of PLC virtual networks of schools and Development of PLC virtual networks of schools and districts districts

Partner OrganizationsPartner Organizations

NJDOENJDOE

NJEANJEA

NJASANJASA

NJPSANJPSA

NJSBANJSBA

NJASCDNJASCD

Kean UniversityKean University

Training opportunities:Training opportunities:

www.nj.gov/education/events www.nj.gov/education/events

www.nj.gov/education/njpepwww.nj.gov/education/njpep

Professional Development:Professional Development:

www.nj.gov/education/profdev/pd/teacherwww.nj.gov/education/profdev/pd/teacher

Highly Qualified Teacher Requirements:Highly Qualified Teacher Requirements:

www.nj.gov/education/profdev/nclb www.nj.gov/education/profdev/nclb