Sustained and Extended Professional Development: A Model for Comprehensive and

Integrated PD

Kim Harris, Dr. Heide Wrigley, and Dr. Blaire Willson-Toso

Project Success

“….The ongoing nature of

multiple sessions and experiences has impacted my learning in a very positive manner.”

“I must say the deadlines for assignments during our

interim periods were critical to

me actually trying some activities in

class.”

“I highly recommend this program (cohort learning)

and the trainers. They have extensive classroom

experience and a thorough knowledge of what works in the adult ESL classroom. I've learned new ways to look at the how and why

of what we do in the classroom. I'm leaving

here inspired and challenged to try new

things.”

“More like this, please. Even if I

had learned nothing (I

learned a lot!), the collaboration alone was worth

it.”

Our Team…

Indiana Department of Workforce Development

Heide Wrigley Blaire Willson-Toso Kim Harris

Professional Development: What Works• WIOA calls for “high quality professional development” • What does that mean? Research indicates: • Sustained models are more effective than workshops in bringing about

changes in classroom practice • Participation in Communities of Practice, peer support and use of “reflective

teaching” promotes acceptance of new approaches and practices • Coherence across platforms (face to face PD; on site practice; online

discussions) extends and deepens teacher learning • Alignment with national, state, and local priorities consolidates key messages

Indiana’s PD System• PD focuses on staff development and growth to support student achievement • Moving away from 1-day, isolated trainings and towards:

Extended, cohort style trainingsHybrid deliveryCollaborative work & program/classroom applicationSupporting Standards-Based Education Model

• 2015-16 Initiatives include:Evidence/Research basis & PD EvaluationDirector/Administrator engagementTeacher competencies, credentialing and Career PathwaysCCR Resource Warehouse

ESL-4-ESL: How it began…

No state requirement for licensure

Few large ESL programs; ESL Teachers feeling isolated and requesting PD

Difficulties transitioning ESL students beyond ESL classrooms

No specific PD in place for ESL teachers

Concerns about WIOA implications for ELL instruction (based on early WIOA conversations)

Extended Cohort Design

• Three two-day in-person sessions• Pre-webinar, two in-between webinars, and a post webinar• Includes pre-work, homework, and a final project• Requires implementation of concepts, skills, and strategies learned

followed by extensive and ongoing reflection• Develops a strong community of practice and forum for best practices

sharing

ESL 4 ESL: Model and Approach

Approach: Research based, grounded in principles and standards• Drawn from studies in Second language acquisition and brain-

based learning • Intentional teaching and deep learning• Focused on transferable instructional strategies • Further readings to extend learning with teacher responses on-line• Common approach: Research-based lesson flow • Common theme: Community Engagement • Task-based – (Project-based Learning using multimedia)• Links to standards (complex materials for all levels)

ESL 4 ESL: Key Elements

1. Driving Principle: Learning takes Focus, Engagement and Practice: 2. Flow: • Mini-presentation, • discussion and comprehension check, • hands-on demonstration with active teacher engagement, • focus on skills • reflection and feedback• Expectations for teachers to try out lessons and offer feedback to their cohort • Culminating student project and presentation -

Students Explore Community Issues Pot Holes in the Street

HOW ENGLISH WORKS: TEACHING PRONUNCIATION AND INTONATION USING RHYTHM

Using music and rhythm to teach pronunciation• Is motivating • Lowers anxiety • Allows the brain to identify

patterns• Allows the brain to identify

different stress patterns• Examples: Rap, Clapping,

Kazoos, Rubber bands, Drumming, Poetry, Jazz Chants, Reader’s Theatre

INDIANA ESL COHORT: LESSON FLOW

Activate Background Knowledge

Present Information (Listening – Speaking)

Present Information (Reading –

Writing)

Discussion Comprehension

Check

Highlight Lesson Focus and Model the

Task

Small Group Work

Highlight How English Works

Quick Check and Review

Break

Guided Practice

HEIDE IN RWANDA: LESSON FLOW DEMONSTRATION

“The students in all of my classes have been making their own "how-to" videos for weeks. It has been an amazing

process to watch. Some students have gone from unwilling and doubtful that they could do it to active participants in

planning their own video and assisting in the production of their classmates' videos.”

Online Components

Next Phase of ESL-4-ESLAdditional cohort

Train-the-Trainer

Comprehensive instructor’s guide

Discussion/Questions…

• Have you tried this type of ongoing integrated professional development? How did it work?

• What features of this model might work in your state?

• What are special considerations for your state or organization in undertaking this type of professional development?

• What topics would you consider for doing this type of ongoing sustained PD?