Professional Development for school improvement chapter 2: Training Presentation by Amy Asmus and Cindy Vaughn

Summary of Chapter In chapter 2, Gordon proposes that  training can "facilitate empowerment and reflective practice." (p. 34). He believes that there is a need for self-reflection of our teaching practices to move through levels of competence using professional development. He provides an understanding of characteristics of training that are empowering as well as strategies for delivering effective training. Finally, he makes an argument for learning by experiencing with follow-up to training.

Different Training Formats Institute-intensive learning in a specific area of study. Normally last 1-3 weeks Clinic- focus on analyzing and solving specific problems or learning specific techniques using expert demonstration or coaching. Seminar- small groups working with experts in the field Workshop- flexible structures that focus on discussion, demonstration, and application of skills and strategies. Course- a class taken at a college or university in exchange for credits Academy- continuing or recurring programs receiving support from outside sources such as government. Individualized Training- A course that allows person to work at own pace and assess individual learning needs.

Characteristics of Training that Empowers Training is not always well received in the educational field.  Many times the participants are not included in the development of the program and unrelated to experience or needs the teacher may have. However, there are many important characteristics of training that empowers others:  Teachers are part of the planning, delivering, and evaluating of the training that has been selected based on the needs of those involved Administrators are part of all aspects of the training Training is long term and part of a larger program that allows for teachers to utilize new skills in the classroom

The Long-Range View: Levels of competence Source: Robert W The Long-Range View: Levels of competence Source: Robert W. Pike, Creative Techniques Handbook (1994) Level 5:Conscious Unconscious Competence Level 4: Unconscious Competence Level 3: Conscious Competence Level 2: Conscious Incompetence Level 1: Unconscious Incompetence

The levels of COmpetence ; What does it Mean? Levels 1 & 2 Incompetent Levels Levels 3-5 Competent Levels In Level 3, the teacher begins to implement a strategy step-by-step but still relies on coaching or peer support to help.  In Level 4, the teacher is aware of the effect of their instruction and makes changes in real time and for the future.   In Level 5, the teacher can do all that a Level 4 teacher can do but this teacher can explain why a strategy works or doesn’t.  At this level, teachers are also coaches. In Level 1, the teacher does not know he/she is incompetent.   In Level 2, the teacher is beginning to use strategies but doesn't understand why they aren't working and does not know how to analyze their poor performance.

Delivering Effective Training Opening Techniques Icebreakers Providing logistical information Connecting training to one's job responsibilities with a reflective log Alternative Training Activities  See next slide for the Cone of Experience (adapted from Dale's original 1946 model) that describes alternative training activities and their effectiveness. Follow-up: Key to Applying New Skills Activities that provide participants with feedback about there efforts Participants are more likely to integrate skills they have learned into their teaching styles if follow-up is used.

Implications for curriculum, Instruction, Growth and Community Identifying the need whether it's to implement new curriculum or to learn strategies to engage students in learning should be the driving force behind training, not just training for the sake of training, it’s a waste of time and resources. Being self-aware of one's needs and areas of strength/weakness will help the individual gain the most from training.  If reflection is not a part of the individual's teaching life, then professional development is a "hit or miss" thing. Good professional development builds community as much as it strengthens the individual. If all stake holders buy into the training and follow-through on practice then the community gets stronger.   

Nbpts: Middle Childhood Generalist sTandards for Chapter 2 Standard VII: Professionalism, Leadership, and Advocacy Accomplished teachers are leaders who advocate for the teaching profession and student learning. Standard VIII: Responsiveness To Change Accomplished teacher are cognizant of the changes that occur in society and education.They thoughtfully and proactively analyze and respond to change as it affects their students and profession. Standard IX: Reflective Practice Accomplished teachers reflect on their practice continually to improve the quality and effectiveness of teaching and learning.

Questions for Reflection What do  you consider to be effective training? Give an example of a time that you participated in effective training. Have you ever facilitated training? What was your experience being a facilitator or peer coach? How did it help you to grow as a teacher?  Gordon states that training that empowers has "content that is not offered as an end in itself, but rather to help participants meet the perceived needs." (Gordon, p. 34) Has most of your training met this criteria for empowerment?  Why or why not?  

Sources Dale, E. (1946). Audio-Visual Methods in Teaching. New York: Dryden Press. Gordon, S. P. (2004). Professional Development for School Improvement: Empowering learning communities. Boston: Pearson Education. Pike, R. W. (1994). Creative Techniques Handbook. Edina, MN: Creative Techniques International, Inc.