Teacher Leadership Certificate UNIVERSITY OF COLORADO AT DENVER
& HEALTH SCIENCES CENTER Front Range BOCES FOR TEACHER
LEADERSHIP
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Staff Developer March 9 & April 13 Eagle School District
Module Seven Developed by Jan Herrera Colorado Staff Development
Council (modified 4-10-10) Rob Nickerson Colorado Staff Development
Council
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Staff Developer Module Essential Questions What
are standards that comprise the definition of effective staff
development? What impact does staff development have on student
learning and how do you know? What are the various models of staff
development and how can a school/district utilize a variety of
them? What does literature and experience tell us about the
differences between teaching adults and children?
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Staff Developer Module Todays Outcomes 1.
Illustrate knowledge of different models of staff development and
propose an appropriate model for a future staff development
experience. 2. Compare and contrast the adult learner with younger
students.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Todays Agenda Morning Introductions Connections
from last session Designs for Professional Development Afternoon
Designs for Professional Development, cont. Adult Learners
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Our Learning Community Our Norms Be present and
ready to learn Take care of your personal needs Collegial sharing
is valued Attendance is important Confidentiality what is said,
stays - what is learned is shared
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Introduction Tell about a favorite room
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 NSDCs definition and standards Cycle of
continuous improvement - 6 steps Connections from last session
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 What order? What do they mean? Analyze Data
Student Goals Strategies Teacher Goals Action Plan Evaluation
Plan
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Connections from last session Assessing impact of
professional development 8 steps Theory of Change KASAB Logic
Model
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Assessing Impact 8 Steps 1. Assess Evaluability
Goals, Standard and Indicator of Success, Theory of Change, KASAB,
Logic Model 2. Formulate Evaluation Questions 3. Evaluation
Framework 4. Collect Data 5. Organize and Evaluate Data 6.
Interpret Data 7. Disseminate Findings 8. Evaluate the
Evaluation
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 What do these mean? Theory of Change KASAB Logic
Model
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Connecting to designs Partner Protocol Say
something Educator learning keeps evolving by Joellen Killion,
Teachers Teaching Teachers, NSDC, February 2010
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Educator learning keeps evolving Informational
learning changing what one knows, is unlikely to change what one
does. Procedural learning what one can do, is more likely to change
ones behavior, yet it does not guarantee that educators will choose
to implement the new skills Transformational learning - changes
knowledge, attitude, skill, aspiration, and behavior and has the
greater likelihood of producing results for students
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Educator learning keeps evolving Appropriateness
of learning design Level of learning outcome (KASAB) Conditions for
learning, including time & resources Degree of change required
Learning needs and preferences of learners
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 NSDC Standards Context Establishing the
environment for professional development Process Selecting the
design that works with context and content Content Connecting data,
professional development, and student achievement
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Process Standards Data-Driven -Uses disaggregated
student data to determine adult learning priorities, monitor
progress, and help sustain continuous improvement Evaluation - Uses
multiple sources of information to guide improvement and
demonstrate its impact
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Process Standards Research-based-Prepares
educators to apply research to decision making DesignUse learning
strategies appropriate to the intended goal
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Process Standards Learning-Applies knowledge
about human learning and change CollaborationProvides educators
with the knowledge and skills to collaborate
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 The Designer Function, purpose Theme, tone, mood
Who uses it Extent of makeover Timeline, budget Floor plan
Adjustments (reality checks)
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Powerful Designs Powerful Designs for
Professional Learning By Lois Easton 2 nd Edition, NSDC.org
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Two types of design Protocols Processes that help
groups achieve deep understanding through dialog Provide structures
for groups that allow them to explore ideas deeply though student
work, artifacts of educator practice, text relating to education,
or current issues
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Protocols National School Faculty Reform -
Critical Friends Groups www.nsrfharmony.org/protocol Learning from
Work (Student Work, Adult Work) Learning from Dilemmas Learning
from Texts Learning from School & Classroom Visits
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Two types of design Strategies General structures
for professional learning: PLCs, Study Groups, CFGs, Specific
structures for professional learning: Lesson Study, Action
Research, Videotaping, Assessing Student Voices, mentoring,
coaching, etc.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Designing the Design Choosing the Strategy Be
clear about the purpose of using a strategy Is this the best
learning strategy? Does the purpose for meeting match what the
strategy is expected to accomplish?
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Designing the Design Using the strategy Be sure
that everyone has read the strategy and has completed any required
preparations. Use the strategy as it is designed before making
changes Check on norms any changes that are needed?
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Designing the Design Using the strategy Have
everyone check-in before you begin so that all voices are in the
room. Have this relate to the content. De-brief with the group at
the end. Did it work? How could it be improved?
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Designing the Design Using the strategy Have a
sense of adventure. These designs lead to a unique and
unpredictable event. (Allen). Relax and have a good time with your
colleagues.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 DESIGN STAR Now YOU can be a DESIGN STAR!
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 DESIGN STAR Standards and assessments Examining
student work Action Research Lesson Study
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 DESIGN STAR Design Teams - Task 1. Explain the
strategy 2. Give examples of how and when this strategy could be
used 3. Check for understanding by audience 4. Elicit
implementation examples from audience
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 DESIGN STAR Design Teams - Purpose learn about 4
design models plan for possible applications use the strategies of
Jig Saw and Cooperative Learning
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 DESIGN STAR Design Teams - Criteria for
challenges 1. Every team member contributes to the planning 2.
Every team member contributes to the presentation 3. Team completes
the 4 expectations of the challenge
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Materials are tools from Becoming a Learning
School by Joellen Killion and Patricia Roy NSDC, July 2009
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 1. Standards and Assessment Strategies
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 2. Examining Student Work
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 3. Action Research
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 4. Lesson Study
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Design Star De-Brief What did we learn? What
worked with the Design Star strategy? Did we meet the expectations?
How could it have worked better?
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Models of Staff Development Individual/Partner
Task: Illustrate knowledge of different models of staff development
and propose an appropriate model for a future professional
development experience Describe the setting and what you want
teachers to learn?
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Todays Outcome 1.Illustrate knowledge of
different models of staff development and propose an appropriate
model for a future staff development experience.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Think of a professional learning experience that
has been transformational for you and compare it to the favorite
room you described earlier.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Working with Adult Learners originally developed
by Heather Clifton Consultant
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Working with Adult Learners Essential Question
What does literature and experience tell us about the differences
between teaching adults and children? Outcome Compare and contrast
the adult learner with younger students.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Working with Adult Learners Learning Partners
Turn to the next four slides Find a partner (someone you dont work
with on a regular basis) for each square. Sign each others papers
in the same square!
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007
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Front Range BOCES - Teacher Leadership Certificate Module One
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Front Range BOCES - Teacher Leadership Certificate Module One
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 The Adult Learner You can teach a person nothing.
You can only help him/her discover what is within himself/herself.
Galileo
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 You are who you are.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Flower Partner Task Think of an experience you
have had within the last year or so in which you considered
yourself to be a highly successful learner. What were the factors
that contributed to your success? Share your story with your Flower
Learning Partner. Look for common factors in your stories.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 The Adult Learner Andragogic Model Two Types of
Learning Factors Principles 9 Elements of Adult Learning
Theory
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Pedagogy the art and science of educating
children often used as a synonym for teaching
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Our academic system has grown in reverse order.
Subjects and teachers constitute the starting point, learners are
secondary. In conventional education the learner is required to
adjust himself to an established curriculum...Too much of learning
consists of vicarious substitution of someone elses experience and
knowledge. Psychology teachers us that we learn what we do...
Experience is the adult learners living textbook.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Andragogy the art and science of helping adults
learn an alternative to pedagogy: refers to learner-focused
education for people of all ages The Adult Learner: A Neglected
Species Malcolm Knowles (1973)
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 The Andragogic Model 1. Let learners know why
something is important to learn. 2. Show learners how to direct
themselves through information. 3. Relate the topic to the learners
experience 4. People will not learn until they are ready and
motivated. 5. Help them overcome inhibitions about learning.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Two Types of Learning Cognitive Academic
knowledge such as learning vocabulary or multiplication tables
Experiential Applied knowledge such as learning about engines in
order to repair a car
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Qualities of Experiential Learning Personal
experience Self-initiated Evaluated by learner Pervasive effects on
the learner
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 All human beings have a natural propensity to
learn: the role of the teacher is to facilitate such learning.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Factors 1. Positive climate for learning 2. Clear
purposes for the learner 3. Organized and available learning
resources 4. Balancing intellectual and emotional components of
learning 5. Sharing feelings and thoughts with learner but not
dominating
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Principles 1. Significant learning takes place
when the subject matter is relevant to the personal interests of
the student. 2. Learning which is threatening to the self (e.g.,
new attitudes or perspectives) are more easily assimilated when
external threats are at a minimum.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Principles 3. Learning proceeds faster when the
threat to the self is low. 4. Self-initiated learning is the most
lasting and pervasive.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Comparison A person who is assigned a reading on
investment in an economics class A person who is interested in
becoming rich
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Light bulb Partner Task Find your Light bulb
Learning partner Discuss how these factors and principles compare
to your own experiences as a learner
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Key Partner Task Find your Key Learning partner
Predict what the elements of adult learning theory are. What is
essential (key) for learning to occur for adults?
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 1.Adults will
commit to learning when the goals and objectives are considered
realistic and important to them. Application in the real world is
important and relevant to the adult learners personal and
professional needs. from Marsha Speck, 1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 2. Adults want
to be the origin of their own learning and will resist learning
activities they believe are an attack on their competence. This
professional development needs to give participants some control
over the what, who, how, why, when, and where of their learning.
from Marsha Speck, 1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 3.Adult learners
need to see that the professional development learning and their
day-to-day activities are related and relevant. from Marsha Speck,
1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 4.Adult learners
need direct, concrete experiences in which they apply the learning
in real work. from Marsha Speck, 1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 5. Adult
learning has ego involved. Professional development must be
structured to provide support from peers and to reduce the fear of
judgment during learning. from Marsha Speck, 1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 6. Adults need
to receive feedback on how they are doing and the results of their
efforts. Opportunities must be built into professional development
activities that allow the learner to practice the learning and
receive structured, helpful feedback. from Marsha Speck, 1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 7. Adults need
to participate in small group activities during the learning to
move them beyond understanding to application, analysis, synthesis,
and evaluation. Small group activities provide an opportunity to
share, reflect and generalize their learning experiences. from
Marsha Speck, 1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 8. Adult
learners come to learning with a wide range of previous
experiences, knowledge, self-direction, interest and competencies.
This diversity must be accommodated in the professional development
planning. from Marsha Speck, 1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Adult Learning Theory 9 Elements 9. Transfer of
learning for adults is not automatic and must be facilitated.
Coaching and other kinds of follow-up support are needed to help
adult learners transfer learning into daily practice so that it is
sustained. from Marsha Speck, 1996
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Gift Partner Task Find your Gift Learning partner
Consider how what we have learned tells us about the difference
between teaching adults and younger students. With this
information, what are implications for your work?
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Todays Outcome 2.Compare and contrast the adult
learner with younger students.
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Front Range BOCES - Teacher Leadership Certificate Module One
February 23, 2007 Closure NSDCs purpose is ensuring that every
educator engages in effective professional learning every day so
that every student achieves