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leadforliteracy.org Facebook: @leadforliteracy     Twitter: @leadforliteracy

The research reported here is funded by awards to the Lead for Literacy Center from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: H326L18002). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2019 Lead for Literacy.

Exploring Professional Development Structures

NAESP Web Event

Today’s Session

Ursula Hill Lauren Artzi

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Lead for Literacy’s Institutional Collaboration

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Lead for Literacy NAESP Web Events Building an Effective Schoolwide Multi‐tiered System of Support for ReadingSeptember 8, 2020

Highlighting Key Considerations for Literacy Screening and AssessmentNovember 19, 2020

Supporting Early Literacy Instruction PreK to 3January 7, 2021

Highlighting Key Considerations for Monitoring Reading Progress and Using Literacy AssessmentFebruary 16, 2021

Promoting Meaning‐Level Skills in Elementary School

March 25, 2021

April 1, 2021

June 3, 2021

Promoting Code‐Based Literacy Skills in Elementary School

Taking a Deep Dive Into Professional Development Structures

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Session Objectives

• Learn about the critical components to professional learning for school teams.

• Access web‐based tools and resources to support professional learning of evidence‐based literacy practices by school staff and students.

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Session Resource List

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Questions and Discussion

• Please ask questions in the chat. We would love to hear from you!• A few discussion points will be built in throughout the presentation today.

*Use the QA features or message Lauren Artzi with your questions.

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Standards, Priorities, and Goals

Administration, Organization, and Communication 

Assessments Instruction and Intervention

WHAT? Data 

Sources

HOW? Data 

SystemsTier 1 Tier 2 Tier 3

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Elements of an Effective MTSS in Reading

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Elements of Professional Development (PD) in the Lead for Literacy Framework

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Continuous Improvement Process for Implementation

Effective Schoolwide Reading Model

Evaluate

PrioritizeAction Plan

Implement

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Lead for Literacy Website

https://leadforliteracy.org/

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Warmup

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Overview

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Comprehensive Professional Learning System

(Archibald et al., 2011)

Professional learning focused on knowledge building and implementation

Professional Learning 

Communities

Coaching

Workshops

Job Embedded

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Leaders Consider Phases of Continuous Improvement

(Gaumer Erickson et al., 2016)

Planning Implementation Evaluation

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Professional Development Planning Blueprint

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Phase 1: Planning for Professional Learning

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Planning

Identify

Professional development type and format, purpose, and need

Consider

Traits of effective opportunities, obstacles and, time

Use

Data from multiple sources to understand topics and formats for the professional learning

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Identify PD Purpose, Type, and Need

(Joyce & Showers, 1982)

Increased awareness  Conceptual understanding 

Application and problem solving in the classroom

Skill attainment

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Content focused

Aligned

Collaborative

Active

(Archibald et al., 2011)

Traits of effective professional learning 

opportunities are:

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Consider Challenges

Insufficient resourcesInsufficient resources

Inadequate time

Inadequate time

Lack of practiceLack of practice

Nonalignment to teacher needs

Nonalignment to teacher needs

Not data drivenNot data driven

(Darling‐Hammond et al., 2017)

This Photo by Unknown Author is licensed under CC BY‐SA‐NC

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Consider Time

• When will the PD occur?

• What is the timeframe for the PD?

• Which teachers are available during the PD time?

• Who will be available to support the PD?

• How long will it take to implement the new learning?

• When will the follow‐up PD occur?

(Archibald et al., 2011) 22

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Consider Time

Time addresses:

• When will the PD occur?

• What is the timeframe for the PD?

• Which teachers are available during the PD time?

• When will the follow up PD occur?

Example of October‐ January PL

(Archibald et al., 2011) 23

Use Data

Student, grade‐level, and school data

Implementation data

Professional learning focused on knowledge building and 

implementation

Professional Learning 

Communities

Coaching

Workshops

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Case ExampleUsing Implementation Data

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Role of Implementation Data

• Data support school leaders in formatively understanding the nature of reading instruction taking place in the school.

• Data can help school teams set schoolwide priorities and engage in professional development that addresses the needs of school staff.

(Protheroe, 2009)  26

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Questions for School Teams

• Are we collecting data that inform the type of reading instruction taking place within and across grades?

• What kind of support and professional development do we need to provide to literacy instructors?

• Is our school’s reading instruction anchored in high‐quality evidence‐based practices and interventions that enhance students’ word recognition and language comprehension skills? 

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Case Example With Walkthrough Tools: Literacy

REL Southeast Principal Walkthrough Tool

• https://ies.ed.gov/ncee/edlabs/regions/southeast/inc/docs/School_Leaders_Literacy_Walkthrough_Kindergarten_First_Second_and_Third_Grades.pdf

RESET Rubrics

• https://www.boisestate.edu/education‐reset/rubrics/

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Case Example: Literacy‐Specific Practices Implementation Rates 4 = 75% or more, 3 = 50–75%, 2 = 25–50%, 1 = 25% or less 

Components/Grades K 1 2 3

Phonics and word recognition skills

4 4 3 4

Text comprehension: Literary text and informational text

3 3 3 3

Vocabulary 1 2 1 2

Language (conventions, speaking and listening)

2 3 2 2

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Example Walkthrough Tools: Explicit Instruction

REL Southeast Principal Walkthrough Tool

• https://ies.ed.gov/ncee/edlabs/regions/southeast/inc/docs/School_Leaders_Literacy_Walkthrough_Kindergarten_First_Second_and_Third_Grades.pdf

RESET Rubrics

• https://www.boisestate.edu/education‐reset/rubrics/

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Case Example: Explicit Instruction Practices Implementation Rates 4 = 75% or more, 3 = 50–75%, 2 = 25–50%, 1 = 25% or less  

K 1 2 3

Identifying goals 3 4 4 3

Alignment 4 2 4 3

Teaching procedures

4 3 3 3

Guided practice 2 2 3 2

Pacing 3 4 3 4

Engagement 2 2 2 2

Monitoring and feedback

2 3 2 1

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Phase 2: Professional Learning Implementation

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Types of Professional Learning Formats

Workshops and institutes

Coaching Learning communities

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Features of High‐Quality Workshops

PreparationPreparation

Connects to participants’ contextConnects to participants’ context

Based on researchBased on research

Emphasizes impact on student outcomesEmphasizes impact on student outcomes

DemonstrationDemonstration

EngagementEngagement

Opportunities for reflectionOpportunities for reflection

Offers opportunities for continued learningOffers opportunities for continued learning

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Types of Coaching Events

Demonstration Lesson

Analysis of Student Work and Data

Co‐Teaching Teacher Observation With Performance 

Feedback

CollaborativePlanning

Other

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Kinds of Performance Feedback Used in Coaching

• Based on teacher’s practice

• Specific

• Positive

• Corrective

• Timely

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Coaching Alliance‐Building Strategies• Summarizing information conveyed by the teacher

• Asking open‐ended questions

• Affirming difficulty

• Using nonevaluative language

• Referring to past accomplishments

• Acknowledging teacher’s goals

• Conveying the role of teamwork

• Conveying expertise and deep content knowledge

• Explaining complex concepts succinctly

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Leader–Coach Connections

Roles and Responsibilities

Expectations

Communication

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Professional Learning Communities (PLCs)

Enhance the professional culture of a school.

Promote teacher learning.

Add logical and ongoing learning to professional development.

(DuFour & Reeves, 2015) 39

Example PLC Process

1. Debrief.

2. Define session goals.

3. Explore new practices and compare them with current practices.

4. Experiment with newly learned strategies.

5. Reflect and implement.

https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2016227.pdf

https://ies.ed.gov/ncee/edlabs/regions/southwest/plc.asp

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Questions and Reflections

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Phase 3: Evaluate Professional Learning Events

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Kinds of Evaluation Information

Participant Reflections

Quality

Relevance

Usefulness

Did you get the 

information you needed?

(Gaumer Erickson et al., 2016) 44

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Resource: Fidelity to High‐Quality Workshops

Observation Checklist for High‐Quality Professional Development Training

This checklist was designed to be completed by an observer to determine the level of quality of professional development training. It can be used to provide ongoing feedback and coaching to individuals who provide professional development training.

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Resources: Fidelity to High‐Quality Coaching

Next Steps NH HQPD Coaching Fidelity Tool

This coaching observation tool provides information about ongoing feedback and coaching for individuals who provide professional development training.

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Resources: Fidelity to High‐Quality Coaching

NCSI Effective Coaching Fidelity Tool Rubric 

• This tool helps measure the fidelity of coaching.

• Data can be used by coaches and other educators to continuously improve upon how coaching occurs.

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Resources: Fidelity to High‐Quality Coaching 

Effective Practices for Coaches Module

Measuring the Fidelity of Coaching Online Module

NCSI Effective Practices for Coaches Modules:

Address the four practices coaches can 

use to improve 

teaching and student learning

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Questions and Reflections

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Wrapping Up 

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Leaders Consider Phases of Continuous Improvement

(Gaumer Erickson et al., 2016)

Planning Implementation Evaluation

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Session Resource 

List

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Survey

• Please take a minute to complete the session survey at: https://meadowscenter.ca1.qualtrics.com/jfe/form/SV_0Ce8CYFbAS4A28K

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Funding Source and Institutional Collaboration

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AcknowledgmentsL4L Executive Leadership• Hank Fien, Director 

• Allison Gandhi, Deputy Director

• Nancy Nelson, Co‐Principal Investigator

• Lana Santoro, Co‐Principal Investigator

Professional Development and Technical Assistance• Carol Dissen, Lead

• Lauren Artzi 

• Abby Foley

• Ursula Hill

• Jennifer Pierce 

• Jess Surles

• David Fainstein

Dissemination• Brian Gearin, Lead

• Abby Foley

• Kimberly Griggs

• Anna Ingram

• Lauren Rosenbauer

Other Project Support• Senior Advisor: Stephanie Jackson

• Administrative Support: Anna Ingram

Partners

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References 

Archibald, S., Coggshall, J., Croft, A., & Goe, L. (2011). High‐quality professional development for all teachers: Effectively allocating resources. https://gtlcenter.org/sites/default/files/docs/HighQualityProfessionalDevelopment.pdf

Darling‐Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher‐prof‐dev

DuFour, R., & Reeves, D. (2015, October 2). Professional learning communities still work (if done right). Education Week Teacher. https://www.edweek.org/tm/articles/2015/10/02/professional‐learning‐communities‐still‐work‐if‐done.html

Gaumer Erickson, A. S., Noonan, P. M., Brussow, J., & Supon Carter, K. (2016). Measuring the quality of professional development training. Professional Development in Education, 43(4), 685–688.

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References

Joyce, B., & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40, 4–10.

Lee, L ., & Smith, K . G. (2021). Self‐study guide for evidence‐based coaching for literacy: PreK–grade 12 (REL 2021–062). Institute of Education Sciences. https://files.eric.ed.gov/fulltext/ED610423.pdf

Pierce, J. (2001). Effective coaching: Improving teacher practice & outcomes for all learners. https://files.eric.ed.gov/fulltext/ED591448.pdf

Protheroe, N. (2009). Using classroom walkthroughs to improve instruction. Principal, 88(4), 30–34.https://www.naesp.org/sites/default/files/resources/2/Principal/2009/M‐A_p30.pdf

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Ursula Hill, Ed.D. Lauren Artzi, Ph.D.Senior Technical Assistance Coach Senior Researcher, AIRLead for Literacy Center and AIR lartzi@air.orguhill@air.org

(202) 403-5000 (202) 403-5000

Contact

leadforliteracy.org Facebook: @leadforliteracy     Twitter: @leadforliteracy

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