Linking Evaluation to Coaching and Mentoring Models

NSDC Standards for Teacher Development1 Context Standards: Learning communities Leadership Resources Process Standards: Data driven Evaluation Research based 1. National Staff Development Council, 2001. Standards for Staff Development. http://www.nsdc.org/standards/about/index.cfm Design Learning Collaboration

NSDC Standards for Teacher Development1 Content Standards: Equity Quality teaching Family involvement 1. National Staff Development Council, 2001. Standards for Staff Development. http://www.nsdc.org/standards/about/index.cfm

Teacher development that improves the learning of all students: Context Standards1 Teacher development that improves the learning of all students: Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities) Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership) Requires resources to support adult learning and collaboration. (Resources) 1. National Staff Development Council, 2001. Standards for Staff Development. http://www.nsdc.org/standards/about/index.cfm

Teacher development that improves the learning of all students: Process Standards1 Teacher development that improves the learning of all students: Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven) Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation) Prepares educators to apply research to decision making. (Research-Based) 1. National Staff Development Council, 2001. Standards for Staff Development. http://www.nsdc.org/standards/about/index.cfm

Process Standards1 (continued) Teacher development that improves the learning of all students: Uses learning strategies appropriate to the intended goal. (Design) Applies knowledge about human learning and change. (Learning) Provides educators with the knowledge and skills to collaborate. (Collaboration) 1. National Staff Development Council, 2001. Standards for Staff Development. http://www.nsdc.org/standards/about/index.cfm

Teacher development that improves the learning of all students: Content Standards1 Teacher development that improves the learning of all students: Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity) Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching) 1. National Staff Development Council, 2001. Standards for Staff Development. http://www.nsdc.org/standards/about/index.cfm

Content Standards1 (continued) Teacher development that improves the learning of all students: Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement) 1. National Staff Development Council, 2001. Standards for Staff Development. http://www.nsdc.org/standards/about/index.cfm

The Three Essential Pieces of Effective Teacher Development2 Participant learners (teachers): needs and characteristics Program: purposes, structure, content, process and follow-up Organization: characteristics that contribute to or support effective staff development 2. Northwest Regional Educational Laboratory website, http://www.nwrel.org/scpd/sirs/6/cu12.html Retrieved 1/14/07 Teachers Organization Program

The Three Essential Pieces of Effective Teacher Development2 (continued) Participant learners (teachers): needs and characteristics Based on the principles of adult learning Offers increased knowledge and skills Includes reflective practice Includes exploration and investigation of improved practices Provides opportunities to work collaboratively with teacher colleagues 2. Adapted from Northwest Regional Educational Laboratory website, http://www.nwrel.org/scpd/sirs/6/cu12.html Retrieved 1/14/07

The Three Essential Pieces of Effective Teacher Development2 (continued) 2. Program: purposes, structure, content, process and follow-up Focused on improving classroom practice and increasing student learning Continuous learning, not a one-time seminar Embedded in the daily work of teaching, not separate isolated occasions Centered on crucial teaching and learning activities – planning lessons, evaluating student work and developing curriculum 2. Adapted from Northwest Regional Educational Laboratory website, http://www.nwrel.org/scpd/sirs/6/cu12.html Retrieved 1/14/07

The Three Essential Pieces of Effective Teacher Development (continued) Based on collaborative reflection and joint action Supported by modeling and coaching that teaches problem-solving techniques Includes follow-up

The Three Essential Pieces of Effective Teacher Development2 (continued) 3. Organization: characteristics that contribute to or support effective teacher development Strong and engaged instructional leadership on the part of the school principal A culture of collegiality A shared vision of the student improvement objectives A norm of continuous improvement applicable to all Time for classroom experimentation Innovative and coordinated management of funding and teachers' time 2. Adapted from Northwest Regional Educational Laboratory website, http://www.nwrel.org/scpd/sirs/6/cu12.html Retrieved 1/14/07

Types of Teacher Development Models2 Individually guided teacher development Observation/Assessment Involvement in a development/ improvement process Training Inquiry 2. From the Northwest Regional Laboratory website, http://www.nwrel.org/scpd/sirs/6/cu12.html. Retrieved 1/14/07

Types of Teacher Development Models2 (continued) Individually guided teacher development: Individuals identify, plan and pursue activities they believe will support their own learning. Observation/Assessment: Teachers are observed directly and given objective data and feedback about their classroom performance. Involvement in a development/ improvement process: Teachers develop curriculum, design programs, or become involved in school improvement processes to solve general or specific problems. 2. From the Northwest Regional Laboratory website, http://www.nwrel.org/scpd/sirs/6/cu12.html. Downloaded 1/14/07

Types of Teacher Development Models2 (continued) Training: Teachers engage in individual or group instruction in which they acquire knowledge or skills. Inquiry: Teachers identify and collect data in an area of interest, analyze and interpret the data, and apply their findings to their own practice. 2. From the Northwest Regional Laboratory website, http://www.nwrel.org/scpd/sirs/6/cu12.html. Downloaded 1/14/07