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Presentation of PD ArticlesAlyssa BerryFall 2011
“… The Field of Professional Development has not yet reached a level at which we can term a particular strategy or method effective, by measuring rigor or intensity.” (Hirsch & Killion, 2009)
Mentoring Peer Coaching Hands on Activities Learning Circles Set clear goals prior to
designing a PD Clearly defined Methods
of Evaluation KASAB TPACK
Best Practices
I find it challenging to measure the difference between PD practices. They are interrelated. There is not one particular practice that trumps the other, rather each practice much be integrated with another to make a unique professional development tailored towards the needs of each audience.
Comparing PD Practices
Technical Pedagogical Content Knowledge (TPACK)
TPACK (Technology Pedagogical Content Knowledge)
Teachers need to know, not only what to do to improve student achievement but also understand the how, why, and when. Professional development is not just about learning new information and implementing strategies. Learning new strategies play a major role as well as evaluating the effectiveness and using transfer to apply skills in other areas of the teaching practice.
Contextual Knowledge
Teachers must Understand when
to use the knowledge or skill
DeclarativeKnowledge
What teachers need to know. Teachers need to see the
benefit of the new knowledge or skill
demonstrated.
ProceduralKnowledge
How teachers use the knowledge or perform the skill. Ample time must be provided for
teachers to explore the knew knowledge or
tool with the allocated time of the PD
Two Types of ETPDLinear PD
1. One day of direct instruction with tools and reading material provided.
2. Teachers are sent out to implement the new tool or innovation.
3. Test Scores are Analyzed months later.
4. End of PD- Decision made if Innovation was effective.
Cyclical PD
1. Reflection on needs of audience.
2. Inquiry based instruction
3. Collaboration with peers while learning
4. Sharing with students5. PD facilitator observes
instruction of Audience member implementing in context
6. On going Evaluation7. Reflection of success o
implementation8. Repeat steps 1-7
ETPD Frameworks
Diffusion of Innovations
Professional developers have learned that adoption of innovation is dependent of several interrelated models of change. Teachers fall into various categories that describe their comfort level and attitude towards the uncertainty of newness (innovations, typically technology)
“… We cannot expect results from students from a staff development program that is unlikely to produce them. And we cannot expect an evaluation to produce useful results when the program being evaluated is poorly conceived and constructed…” ( Killion, 2003)
Evaluation Strategies
Questions and Further Research
Levels of FidelityChanging Attitudes towards
innovationsEncouraging PD to become
a cyclical processEnergy of PD facilitator