Job-embedded Professional Development for all Members of the Organization Review of Selected Research

Effect size on changes in achievement over five years Math =.39 Language =.21 (K. Leithwood (2011). Characteristics of High Performing School Systems In Ontario)

From Strong Districts…. devote little time to routine administrative matters in meetings of teachers and principals; time now devoted almost entirely to professional development. most professional development is carefully aligned with board and school improvement initiatives. differentiated professional development opportunities are provided in response to the needs of individual schools, administrators and teachers.

….continued…. extensive opportunities provided for all members to to further develop their expertise schools provide time for collaborative work on instructional improvement initiatives and are provided with needed resources. Leaders trained to facilitate such work all system-sponsored professional development is closely aligned with the best evidence about how people learn

How People Learn: Fundamental PD Implications Goals Goals Long and short-term memory Long and short-term memory “Schemata (concepts, ideas) “Schemata (concepts, ideas) Connections Connections Meaning making Meaning making Transfer (near and far) Transfer (near and far)

What “Job-embedded” PD means Learning that takes place in a context the same as - or very similar to - the context in which the learning will be applied e.g., for teachers—the classroom for principals – the school

Basic theoretical premise justifying Job-embedded PD Transfer of Learning “high road” or “far” transfer “Low road” or “near” transfer (Perkins & Salomon, 1992)

“high road” or “far” transfer Defensible justification for large-scale PD for many people at the same time Emphasis is on What not How

High road transfer… Depends on mindful abstraction from the context of learning or application and a deliberate search for connections Demands time for exploration and the investment of mental effort

“low road” or “near” transfer Defensible justification for one or small group PD (Job embedded) Emphasis is on How not What

Low road transfer… Happens when new setting is sufficiently like setting in which initial learning occurred that a semi- automatic response occurs reflexively

low road or near transfer Detailed understanding about how to do something in a particular context Application in a very similar context minimizes need for problem solving about how

high road or far transfer Deep understanding of general principles or ideas Application in a wide array of contexts demands user problem solving about how

low road skill development low road skill development Observe the skill being performed Develop initial understanding of what is involved (novice schema) Perform self guided by initial schema

Receive feedback Improve guiding schema Perform according to Improved schema (continue the improvement loop)

Implications for District Approach to PD District or large-scale PD should explicitly aim at high road transfer District or large-scale PD should explicitly aim at high road transfer School-level PD: some of both - but PLC effects depend on some near road transfer opportunities School-level PD: some of both - but PLC effects depend on some near road transfer opportunities Individual coaching (e.g., the work of literacy coaches) should explicitly reflect the processes involved in near road transfer Individual coaching (e.g., the work of literacy coaches) should explicitly reflect the processes involved in near road transfer