Professional Development: Supporting Teacher Effectiveness and Retention

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Professional Development: Supporting Teacher Effectiveness and Retention. Carol Albritton Office of Professional Standards, Licensing and Higher Education Collaboration Sandra ONeil Office of Academic Standards. Current Research on Professional Development. - PowerPoint PPT Presentation

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<ul><li><p>Professional Development: Supporting Teacher Effectiveness and Retention Carol AlbrittonOffice of Professional Standards, Licensing and Higher Education Collaboration</p><p>Sandra ONeilOffice of Academic Standards</p></li><li><p>Current Research on Professional DevelopmentProfessional Learning in the Learning Profession: A Status Report on Teacher Development in the U. S. and Abroad By Linda Darling-Hammond, et. al. School Redesign Network, Stanford Universityand National Staff Development Council February, 2009</p><p>the most comprehensive study of professional development ever conducted in the U.S.</p></li><li><p>Professional Learning in the Learning Profession </p><p>Share the study through jigsaw groups.</p><p>Form groups of 3Everyone reads pages 3-6 silently (Preface and Key Findings)(6 minutes)Each person selects a chapter to read silently (5 minutes) Share the key ideas from each chapter with your group (6 minutes)</p></li><li><p>Comments on the reports findings? </p></li><li><p>I hear and I forget. I see and I remember. I do and I understand.Confucius * * * * * * * * * * * * * * * * *Many teachers state that they learned more in the first year of teaching than in all the years of formal teacher preparation. </p></li><li><p>From Professional Developmentto Professional Learning</p><p>Rick DuFour asks: Why do institutions created for and devoted to learning not call upon the professionals within them to become more proficient in improving the effectiveness of schools by actually doing the work of school improvement? Learning By Doing (2006)</p><p>Job-embedded learning that improves teacher practice is formalized by developing a school culture around professional learning community principles. </p></li><li><p>Regulations: N.J.A.C. 6A:9-15Creation of a school level professional development committee (SPDC) comprising 3 teachers and one administrator2008 2009 a developmental year for learning about effective professional learning practices at the school levelInitial school level plans will be written in Fall 2009 for the 2010 2011 SY and submitted to the local committee (LPDC) Multiple training opportunities from NJ DOE and partner organizations</p><p>Details: Webinar Number One Download and view the recorded webinar and powerpoint document:www.nj.gov/education/profdev/pd/teacher</p></li><li><p>NJ Professional Development Initiative Focusing Collaborative Professional Learning</p><p>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</p></li><li><p>NJ DOE has a long-standing partnership with NSDC who developed and published a tool kit to support the development of professional learning communities: Collaborative Professional Learning in School and Beyond: A Tool Kit for New Jersey Educators</p><p>ContentsChap. 1 A New Kind of Professional DevelopmentChap. 2 Aligning the Standards: Making the CaseChap. 3 Collaborative Professional LearningChap. 4 Getting StartedChap. 5 Supportive Conditions for Collaborative Professional LearningChap. 6 Facilitating Collaborative TeamsChap. 7 Making TimeChap. 8 Using DataChap. 9 Working CollaborativelyChap. 10 Team Planning and ReportingChap. 11 Role of PrincipalChap. 12 Role of Central OfficeChap. 13 Evaluating Collaborative Professional Learning</p></li><li><p>School CultureShared Purpose and VisionGreat schools row as one; they are quite clearly in the same boat, pulling in the same direction in unison. The best schools we visited were tightly aligned communities marked by a palpable sense of common purpose and shared identity among staffa clear sense of we. By contrast, struggling schools feel fractured; there is a sense that people work in the same school but not toward the same goals. Lickona and Davidson (2005)</p></li><li><p>Culture Audit: A First Step toward Developing A PLCTool Kit Tool 5.2: Self-Assessment: School Culture Triage. Used successfully in public schools of North Carolina, Florida and Kentucky over the last decade. It can be used with one school or an entire district to provide immediate feedback.</p><p>Form groups of 3.Complete the self-assessment individually for a school or district you know well. (4 minutes)Score your results by adding the points. 1 point = never 5 points = always or almost always </p></li><li><p>Culture AuditA First Step toward Developing A PLCDiscuss these questions in your group: (6 minutes)Which attributes that align with best practices received high marks? To what do you attribute these practices?(Policies? Infrastructure? Tradition? Reforms? Leadership? Other?)Which attributes that align with best practices received low marks? To what do you attribute the low marks?</p></li><li><p>The Heart of the Work: PROFESSIONAL LEARNING TEAMSTeam composition: by grade level, whole faculty, departmental, articulation, interdisciplinary, small learning community faculty, etc.</p><p>Action researchStudy groupsMentoring/coachingAnalysis of student workCurriculum design/ curriculum mappingCommon assessmentsTuning protocolsData analysisLesson Study</p></li><li><p>PROFESSIONAL LEARNING TEAMSTeams focus on the guiding questions to achieve results: What is essential for students to learn?How will we know if they have learned it?What will we do if they dont learn?What will we do if they already know it?What do teachers need to know to support student learning?</p></li><li><p>Supporting CollaborationTeachersSchool-based Resource Staff and SupervisorsPrincipalDistrict Curriculum and PD Supervisors</p></li><li><p>Launching a PLC: Some Advice from A School LeaderRead the article How to Launch a Community by Rick DuFour. (3 minutes)Highlight or underscore 2 statements that you can take back and share with colleagues.Discuss the 2 statements in your group. What concrete advice from this principals experience can you apply to your school or district?(3 minutes) </p></li><li><p>Getting Buy-inRead the article Getting Everyone to Buy In by Rick DuFour. (3 minutes)Highlight or underscore 2 statements that you can take back and share with colleagues.Discuss the 2 statements with your team members. What practical lesson is found in this principals experience?(3 minutes) </p></li><li><p>Comments?</p><p>Unless teams of teachers improve together, schools never will.Michael Fullan</p></li><li><p>Research Linking Professional Learning Communities with School ImprovementLinda Darling Hammond, The Right to LearnMichael Fullan, Change ForcesFred Newmann and Gary Wehlage, Successful School RestructuringMike Schmoker, ResultsSteve Klein, et.al., Fitting the Pieces: Education Reform that Works</p></li><li><p>Research Linking Professional Learning Communities with School ImprovementRichard Sagor, Collaborative Action Research for Educational ChangeJonathan Saphier, John Adams PromiseDoug Reeves, The Leaders Guide to StandardsRobert Marzano, What Works in SchoolsGordon Cawelti, The New Effective Schools in Best Practices, Best Thinking and Emerging Issues in School Leadership</p></li><li><p>New Jersey Tool Kit</p><p>The tool kit is password-protected on the NJDOE web site. It will be available for download from December 1, 2008 until December 31, 2009. To access the tool kit after entering the URL, write to:</p><p>TeachPD@doe.state.nj.us Email your questions and comments related to professional learning</p></li><li><p>Additional ResourcesA Common Language professional learning community defined by partner organizations (request at TeachPD@doe.state.nj.us)</p><p>Learning by Doing. (2006) Rick DuFour, et. al., Solution-Tree.</p><p>Failure Is Not An Option (2004) Alan Blankstein, Corwin Press.</p></li><li><p>Additional ResourcesLeading Professional Learning Communities. (2007) Hord and Sommers, Corwin Press.</p><p>Finding Time. (2008) Ed. Valerie Von Frank, NSDC</p><p>Creating a Culture. (2008) Ed. Valerie Von Frank, NSDC</p><p>Revisiting Professional Learning Communities at Work. (2008) DuFour, DuFour, Eaker, and Many, Solution -Tree.</p><p>www.allthingsplc.org www.nsdc.org www.solution-tree.com </p></li><li><p>OpportunitiesNJ DOE series of webinars on collaborative professional learning (download prerecorded webinars and view individually or with teams of educators instructions online)Convocation for superintendents and LPDC chairpersonsNJ DOE regional training opportunities for school/district teamsPartner organizations provide opportunities state wide and regionallyDevelopment of PLC virtual networks of schools and districts </p></li><li><p>Partner OrganizationsNJDOENJEANJASANJPSANJSBANJASCDKean University</p></li><li><p>Training opportunities:www.nj.gov/education/events www.nj.gov/education/njpep</p><p>Professional Development:www.nj.gov/education/profdev/pd/teacher</p><p>Highly Qualified Teacher Requirements:www.nj.gov/education/profdev/nclb </p><p>*The study has two more parts to be published over 3 years.</p><p>You can find the study online at www.nsdc.org </p><p>***NOW WE HAVE A BODY OF RESEARCH TO SUPPORT the anecdotal evidence from teachers about learning on the job*PTSB has been students of the research past 3 years INCLUDING this latest studyLED TO CHANGES IN Policy for NJ recommended to Commissioner:Policy changesA framework for implementationNew plans at the school levelNJ DOE is providing training opportunities*Vicki do you have L and D publication?</p><p>Really starts with the culture THE BACKBONETrustShared responsibility/ shared accountabilityShared commitment to improvementOpen communicationPersistence, perseverance, all in it together</p><p>Hold up book: FAILURE IS NOT AN OPTION by Alan BlanksteinSeminal wake up call to educators A BETTER WAY TO DO ITAccountability is not as effective when imposed -- more effective when theres buy-in and everyone believes in a common vision for excellence </p><p>Using TOOL 5.2 page 71 (not 5.1, another assessment)*NOTE that singles -- art, PE, world language and other teachers should be included in most teams.When content specific, they meet across schools or regions.**CAROLPARADIGM SHIFT: But two types not exclusive teams and individual learning are both important and both accrue hours</p><p>Not about quantity of PD --- most teachers earn well over 100hrs</p><p>PARADIGM SHIFT: growing body research behind teams engaged in learning together, learning applied directly in classroom, teams regularly working to improve teaching based on student work</p><p>*</p></li></ul>

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