Post on 23-Dec-2015
Developing High-Quality Campus Plans for
Professional Development
Staff development knowledge has reached the point where any school district can build a staff development program that enhances professionalism and supports curricular and instructional change that accelerates student learning in the personal, social, and academic domains.
Bruce JoyceBeverly ShowersSeptember 2002
Professional Development Description
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Session Tool #1Session Tool #1
Professional Development Description
• Results-driven and job-embedded• Focused on helping teachers become deeply
immersed in subject matter and teaching methods
• Curriculum-centered and standards-based• Sustained, rigorous, and cumulative• Directly linked to what teachers do in their
classrooms. Dennis Sparks and Stephanie Hirsh
National Staff Development Council
Bookmark #1
Bookmark #1
The same Data used to create your CIP should
Focus and Monitor the results of your
Professional Development.
Victoria L. Bernhardt, PhD
1. Using Data to Improve Student Learning inElementary Schools
2. Using Data to Improve Student Learning inMiddle Schools
3. Using Data to Improve Student Learning inHigh Schools
Demographic Data
• It is important to gather current demographic data to know who we are serving.
• It is then important to determine if professional development needs are related to this data.
Student Learning Data
• This layout tells the story of the school.
• If you want your story to change, you have to know what it is.
School Process Data• Improvement is not
achieved by focusing on results, but by focusing on improving the systems that create the results.
• These may indicated needed professional development.
Perceptual Data• Perceptions are important
because they can tell us what motivates people —our students, staff, and community.
• They can also tell us about satisfaction with professional development.
Data at Texas Schools
DemographicData
PerceptualData
School Process
Data
Transparency Set #1
Transparency Set #1
Student Learning
Data
Orange- Demographic DataGreen- Student Learning DataBlue - School Process DataYellow- Perceptual Data
Campus I mprovement Plan
2006 - 2008
District Goal: To improve the achievement of all students
Performance Objective: To improve the reading scores on the TAKS of all students
Summative Evaluation: TA KS reading scores will increase = or greater than AY P requirements
Component(s) Action(s)
Implementations
Needs
Assessment
Special
Populations
Person(s)
Responsible
Timeline
Start/End
Resources
Human/Material/Fiscal
Formative
Evaluation
Records
StudentAchievement
and
ProfessionalDevelopment
Benchmark testswill be given.
Professionaldevelopment onhow to makedata-basedinstructionaldecisions will beduringdepartmentmeetings
Classroomcoaching byspecialists willf ocus onstandardsindicated on
Bench-marktests
Focus onLow SESscores ineachclassroom
Academiccoach
8-06 to4-06
Departmentchairs/Coach
6 weeks benchmarks
Palm classroom walk-through data
Data organized by thereading program inwhich the student isenrolled
WeeklySpecialistRecords
Testresults
CWT Records
Benchmarksdisaggregatedby low-incomestudents
Plans /records
Tests
PalmCWTdata
Datacharts
Session Tool #2Session Tool #2
Campus I mprovement Plan
2006 - 2008
District Goal: To improve the achievement of all students
Performance Objective: To improve the reading scores on the TAKS of all students
Summative Evaluation: TA KS reading scores will increase = or greater than AY P requirements
Component(s) Action(s)
Implementations
Needs
Assessment
Special
Populations
Person(s)
Responsible
Timeline
Start/End
Resources
Human/Material/Fiscal
Formative
Evaluation
Records
StudentAchievement
and
ProfessionalDevelopment
Benchmark testswill be given.
Professionaldevelopment onhow to makedata-basedinstructionaldecisions will beduringdepartmentmeetings
Classroomcoaching byspecialists willf ocus onstandardsindicated ontests as needingreinforcement
Bench-marktests
Focus onLow SESscores ineachclassroom
Academiccoach
8-06 to4-06
Departmentchairs/Coach
6 weeks benchmarks
Palm classroom walk-through data
Data organized by thereading program inwhich the student isenrolled
WeeklySpecialistRecords
Testresults
CWT Records
Benchmarksdisaggregatedby low-incomestudents
Plans /records
Tests
PalmCWTdata
Datacharts
Campus I mprovement Plan
2006 - 2008
District Goal: To improve the achievement of all students
Performance Objective: To improve the reading scores on the TAKS of all students
Summative Evaluation: TA KS reading scores will increase = or greater than AY P requirements
Component(s) Action(s)
Implementations
Needs
Assessment
Special
Populations
Person(s)
Responsible
Timeline
Start/End
Resources
Human/Material/Fiscal
Formative
Evaluation
Records
StudentAchievement
and
ProfessionalDevelopment
Benchmark testswill be given.
Professionaldevelopment onhow to makedata-basedinstructionaldecisions will beduringdepartmentmeetings
Classroomcoaching byspecialists willf ocus onstandardsindicated ontests as needingreinforcement
Bench-marktests
Focus onLow SESscores ineachclassroom
Academiccoach
8-06 to4-06
Departmentchairs/Coach
6 weeks benchmarks
Palm classroom walk-through data
Data organized by thereading program inwhich the student isenrolled
WeeklySpecialistRecords
Testresults
CWT Records
Benchmarksdisaggregatedby low-incomestudents
Plans /records
Tests
PalmCWTdata
Datacharts
Campus I mprovement Plan
2006 - 2008
District Goal: To improve the achievement of all students
Performance Objective: To improve the reading scores on the TAKS of all students
Summative Evaluation: TA KS reading scores will increase = or greater than AY P requirements
Component(s) Action(s)
Implementations
Needs
Assessment
Special
Populations
Person(s)
Responsible
Timeline
Start/End
Resources
Human/Material/Fiscal
Formative
Evaluation
Records
StudentAchievement
and
ProfessionalDevelopment
Benchmark testswill be given.
Professionaldevelopment onhow to makedata-basedinstructionaldecisions will beduringdepartmentmeetings
Classroomcoaching byspecialists willf ocus onstandardsindicated ontests as needingreinforcement
Bench-marktests
Focus onLow SESscores ineachclassroom
Academiccoach
8-06 to4-06
Departmentchairs/Coach
6 weeks benchmarks
Palm classroom walk-through data
Data organized by thereading program inwhich the student isenrolled
WeeklySpecialistRecords
Testresults
CWT Records
Benchmarksdisaggregatedby low-incomestudents
Plans /records
Tests
PalmCWTdata
Datacharts
Campus I mprovement Plan
2006 - 2008
District Goal: To improve the achievement of all students
Performance Objective: To improve the reading scores on the TAKS of all students
Summative Evaluation: TA KS reading scores will increase = or greater than AY P requirements
Component(s) Action(s)
Implementations
Needs
Assessment
Special
Populations
Person(s)
Responsible
Timeline
Start/End
Resources
Human/Material/Fiscal
Formative
Evaluation
Records
StudentAchievement
and
ProfessionalDevelopment
Benchmark testswill be given.
Professionaldevelopment onhow to makedata-basedinstructionaldecisions will beduringdepartmentmeetings
Classroomcoaching byspecialists willf ocus onstandardsindicated ontests as needingreinforcement
Bench-marktests
Focus onLow SESscores ineachclassroom
Academiccoach
8-06 to4-06
Departmentchairs/Coach
6 weeks benchmarks
Palm classroom walk-through data
Data organized by thereading program inwhich the student isenrolled
WeeklySpecialistRecords
Testresults
CWT Records
Benchmarksdisaggregatedby low-incomestudents
Plans /records
Tests
PalmCWTdata
Datacharts
Bookmark #2
Bookmark #2
Job-Embedded Professional Development
Page 58
• Professional Development should be embedded in the daily life of every school . . .
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Where to find the Time for job-embedded
Professional development?1.
2.
3.
4.
5.
Session Tool #3
Session Tool #3
Where to find the time?• Large group sessions• Small group sessions• Individually• Grade level/Team meetings• Departmental meetings• Faculty meetings• Designated district days• Specific PD release time• Purchased with substitutes• Trading-off for non-teaching
days
September 2006
Middle School CalendarSunday Monday T uesday Wednesday Thursday Friday Saturday
1 - B 2
3 4 Labor Day
Holiday
5 - A
45 minute Tea m
Meet ing:
Planning fo r the
block/ diff .
inst ruct ion
6 - B 7 - A
6- 7- 8
Depart mental
Meet ing to Begin
creat ing 1st
Benchmark test
8 - B 9
10 11 - A
Depart ment Chair
Meet ing:
Understanding by
Design/S haring
lesson plans
12 - B
45 minute Dept
Meet ing: UBD
and Sample
Lesson Plan
13 - A 14 - B
Faculty
I nst ruct ional
Academy: UBD,
Share plans,
15 - A 16
17 18 - B
Depart ment Chair
Meet ing: Plan
class visits a nd
f eedback
19 - A
45 minute Tea m
Meet ing
beginning: Work
on benchmarks
20 - B 21 - A 22 - B 23
24 25 - A
Depart ment Chair
Meet ing: D iscuss
class visits on
planning and
diff erentiated
inst ruct ion.
26 - B
45 minute Dept
Meet ing:
Finalize
benchmark tests
27 - A 28 - B
Faculty
I nst ruct ional
Academy:
Procedures f or
benchmarks
5:30 CAC:
Benchmarks
29 - A
1st six weeks
ends
30
Session Tool #4Session Tool #4
Bookmark #3
Bookmark #3
Joyce and Showers 2002
Student Achievement
Through Staff Development
3rd Edition
By Bruce Joyce and
Beverly Showers
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Session Tool #5
Session Tool #5
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
PresentationOf Theory 10%
Modelingand
Demonstration
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
PresentationOf Theory 5%
Modelingand
Demonstration
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
PresentationOf Theory 0%
Modelingand
Demonstration
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
PresentationOf Theory
Modelingand
Demonstration30%
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
PresentationOf Theory
Modelingand
Demonstration20%
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
PresentationOf Theory
Modelingand
Demonstration0%
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
Practiceand Low Risk
Feedback60%
Coachingwith
Study Teams,Peer Visits,Specialists,
Administrators,and others
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
Practiceand Low Risk
Feedback60%
Coachingwith
Study Teams,Peer Visits,Specialists,
Administrators,and others
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
Practiceand Low Risk
Feedback5%
Coachingwith
Study Teams,Peer Visits,Specialists,
Administrators,and others
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
Practiceand Low Risk
Feedback
Coachingwith
Study Teams,Peer Visits,Specialists,
Administrators,and others
95%
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
Practiceand Low Risk
Feedback
Coachingwith
Study Teams,Peer Visits,Specialists,
Administrators,and others
95%
RELATIONSHIP BETWEEN LEVELS OF IMPACTAND
COMPONENTS OF PROFESSIONAL DEVELOPMENT
LevelsOf Impact
Componentsof Training
Awareness PlusConcept
Understanding
Skill Attainment Application andProblem Solving
in theClassroom
Practiceand Low Risk
Feedback
Coachingwith
Study Teams,Peer Visits,Specialists,
Administrators,and others
95%
• Does your CIP use the Joyce and Showers research to plan
Professional Development?
Bookmark #4
Bookmark #4
Sample Action StepsFor Professional Development
Professional Development DescriptionDennis Sparks and Stephanie Hirsh
• Plan for results-driven and job-embedded PD• Focus on helping teachers become deeply immersed in subject matter• Maintain topics that are curriculum-centered and standards-based• Ensure that the PD is sustained, rigorous, and cumulative• Link directly to what teachers do in their classrooms
Using Data to Improve Student LearningVictoria Bernhardt
• Make use of demographic data – provides descriptive information about the school community,such as enrollment, attendance, grade level, ethnicity, gender, and native language
• Make use of student learning data – describes the results of the system in terms of standardizedtest results, grade point averages, standards assessments, and authentic assessments
• Make use of school processes data – defines what teachers are doing to get the results they aregetting; includes programs, instructional strategies, and classroom practices
• Make use of perceptual data – helps to understand what students, parents, staff, and others thinkabout the learning environment; often gathered through questionnaires, interviews, andobservations
Job-Embedded Professional DevelopmentDennis Sparks and Stephanie HirshNancy Protheroe, Elizabeth Shellard, and Jennifer Turner
• Utilize planning time with individuals, small and large groups• Make use of team, departmental, grade level meetings with common planning time• Use department chair and leadership team meetings• Incorporate faculty meeting time• Plan for early release time• Utilize substitutes• “Purchase” teacher time by giving compensation for weekend or summer work• Include district-designated time
Professional Development ComponentsBruce Joyce and Beverly Showers
• Consider using presentation of theory• Consider using modeling and demonstration• Consider using practice and low risk feedback• Consider using coaching with study teams, peers, specialists, administrators, and others
Session Tool #6
Session Tool #6