Staff Development & Support Services Presented by: Kit Alvarez For CSUSB EVOC 508/09/10

Get Acquainted Bingo! Directions: Move around the room and network with others to find individuals who fit each of the categories. Have each person sign in the appropriate box. A person may not sign in more than 2 boxes. Shout “BINGO” when all squares are complete. Networking BINGO

Why Play? In table groups discuss the purpose of the “Get Acquainted Bingo” game. WHY PLAY

As a result of this session, the scholar will be able to: Develop a resource file for future staff development planning Propose and plan a staff development event Identify positive meeting facilitation skills Identify sources of financial support Become familiar with the components of a professional growth plan and log Identify the standards of the teaching profession Structure the operation of student professional organizations

To Contact Kit: (909) ca.us 12.ca.us Fax: (909)

Name Game Form a large circle. Think of an adjective that starts with the first letter of your first name. The first person in the group introduces him/herself, such as “Curious Carol”. The second person repeats the first person’s adjective and name and adds his own. Repeat adding names until the circle is complete.

Discussion Questions Why are some names easier to remember than others? Which were the most difficult to remember? What happened when someone got stuck? What would happen if someone did not pay attention and then got stuck, how do you think the others in the group would respond? What does this exercise show you about the value of teamwork?

Definitions Briefly discuss and differentiate between the following terms: Staff development Professional development Professional growth Report out and review.

Activity (5 minutes max.) Given that you have attended at least one professional development event at some point in your career— 1.Use the sticky notes at your table to write positive aspects and negative aspects of your experience(s). Use a separate note for each item. Place your sticky notes on the “+” and “-” chart papers posted. 2.Group discussion.

Professional Development What We Have CA Standards for the Teaching ProfessionCA Standards for the Teaching Profession

Creating a Professional Development Plan From “Designs for Learning” -California Professional Development Reform Initiative

Professional Development A critical component of education A vehicle by which change is implemented A vehicle by which student achievement is improved Important for implementation of education reform initiatives

Ten Design Elements for Creating a Professional Development Plan Data Planning Time Leadership Content & Pedagogy Inquiry Collaboration Adult Learning Support Accountability

Designs for Learning Vision To create a coherent, coordinated, approach to professional development in California To support the work of teachers in helping all students achieve high standards of performance and achievement To advance both systemic reform and teacher professionalism

D 4 L A set of 10 elements that comprise a system for ongoing professional learning for teachers They are a design template for schools and districts to use as a systematic approach to creating and implementing learning opportunities for teachers

Components Presents research-based approach to designing and implementing professional development Reflects written research and reports in the field Includes many successful models of professional development currently in use across the nation

Design Elements Improve Teacher Quality Advance Teacher Professionalism Improve Student Achievement

Design Element 1: Data The purpose of professional development is to improve student learning. Use student performance and achievement data, including student feedback, teacher observation, student work samples as part of the process for individual and organization learning and improvement.

Design Element 2: Planning Connect PD planning processes to other site based and individual based improvement planning processes. The planning process is on-going and changes are made as a result of feedback and evaluation.

Design Element 3: Time A huge challenge Time for “meaningful learning” must be planned Time to plan, reflect, design lessons together, explore content and teaching standards, analyze student data On-site time and away from school time

Design Element 4: Leadership Respect and encourage leadership roles Teachers can play a lot of different leadership roles What leadership roles can the classified staff play?

Design Element 5: Content & Pedagogy Develop, refine, and expand teachers’ pedagogical repertoire, content knowledge, and the skills to integrate both. Use a variety of PD strategies to model and reinforce standards and close the gap between the highest and lowest performing groups of students.

Design Element 6: Inquiry Provides for and promotes the use of continuous inquiry and reflection. Strategies for inquiry include: keeping journals, examining student work and student data, creating teaching portfolios, reflecting with a colleague or coach, conducting studies of individual students.

Design Element 7: Collaboration A collaborative learning environment is central to PD. Examples include: study groups, joint planning & problem solving, peer coaching, team teaching, sharing learning from outside training or other sources.

Design Element 8: Adult Learning PD should follow the principals of good teaching: what is learned, how it is learned and where it is learned. Make the conditions for learning comfortable and respectful for the adult learner.

Design Element 9: Support Create broad based support of PD from all stakeholders. Provide information and solicit feedback from within the educational agency and from the community. Build support through communication, information sharing, and mutual respect and trust.

Design Element 10: Accountability Build accountability practices and evaluation of PD programs to provide a foundation of future planning. Program evaluation can be referenced against teaching standards and student content standards. Every aspect of teacher learning is linked to student learning.

Bringing it Together  Questions to Ask About Your Plan Questions to Ask About Your Plan  New Concepts of Teacher Learning from Research and Practice New Concepts of Teacher Learning from Research and Practice  Professional Development for Building School Capacity Professional Development for Building School Capacity

Staff Development Tool Box

Tool Box Print linked pages for best viewing PD Checklist 1 PD Checklist 2 PD Plan Step by Step 1 PD Plan Step by Step 2 PD Plan Step by Step 3 Promote your PD Test your PD design scenario

Tool Box Print linked pages for best viewing Room layouts 1 Room layouts 2 Various room layouts 1Various room layouts 1 Various room layouts 2Various room layouts 2

Sample Checklists Print linked pages for best viewing Seminar Facility ChecklistSeminar Facility Checklist Sample Materials ChecklistSample Materials Checklist Session Prep ChecklistSession Prep Checklist

Sample Evaluation Documents Print linked pages for best viewing Sample Evaluation 1 Sample Evaluation 2 Sample Evaluation 3 Sample Evaluation 4

Homework-Homework-Homework Create an in-service plan-proposal RUBRIC