Fundamentals of Professional Learning Tina Lane Staff Development Specialist Fairfax County Public Schools tmlane@fcps.edu

Four Corners Go to the corner of your choice. Talk with one or two people (no more than 3) about why you chose the corner. Football, hockey, basketball, baseball

Four Corners Complete the prompt with your partners. ___________ is like professional development because…

Like Me Central Office School Based Higher Education Consulting School Board Board of Education Administrator Teacher Coach Staff Developer

Objectives Develop an understanding of the standards and determine how to use the standards to improve the quality and results of professional learning. Discover strategies for engaging adult learners. Introduce a variety of designs for professional learning and consider when to use each one. Reflect on how to use these practices in your work.

Agenda Welcome Standards for Professional Learning Audience Types Strategies for Professional Learning Adult Learning Learning Designs Organizing and Integrating

Line Up Get in groups of 7. Assign one standard to each person in the group.

Essential Questions What are the standards? How can the standards improve the quality and effectiveness of professional learning? Read the bottom of pg. 1

Link Professional Learning to Student Results 1. Standards-based professional learning 2. Changes in educator knowledge, skills, and dispositions 4. Changes in student results 3. Changes in educator practice RELATIONSHIP BETWEEN PROFESSIONAL LEARNING AND STUDENT RESULTS 1.When professional learning is standards-based, it has greater potential to change what educators know, are able to do, and believe. 2.When educators’ knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use to adapt their practices to meet performance expectations and student learning needs. 3.When educator practice improves, students have a greater likelihood of achieving results. 4.When student results improve, the cycle repeats for continuous improvement. This cycle works two ways: If educators are not achieving the results they want, they determine what changes in practice are needed and then what knowledge, skills, and dispositions are needed to make the desired changes. They then consider how to apply the standards so that they can engage in the learning needed to strengthen their practice. 10

Standards Jigsaw Home Group 1. Read and highlight the information about your standard. (pgs. 2-10) 11

Standards Jigsaw Expert Group 1. Join the other people with your standard. 2. Prepare a “windowpane” for your standard. (pg. 11) 12

WINDOWPANE FOR STANDARD: _______________ Key Points Standards in Practice Symbol Next Steps

Standards Jigsaw Home Team 3. Share your group’s windowpane. 4. Take notes on each standard. (pg. 12) 14

How to Use the Standards To stimulate dialogue, discussion, and analysis that lead to increased effectiveness in professional learning. To benchmark existing opportunities for professional learning against the standards to identify strengths and areas for improvement. To set policies. 15

Standards for Professional Learning What do you want to be sure to hold onto about the standards? 16

The Four Audience Types

4 Questions Decide on your favorite question: What? So What? Why? What if? Move to the poster that corresponds to your question Read & Talk about the preferences of your type Create a visual to help us understand your audience type

The Four Audience Types Professors Friends Scientists Inventors

Four Audience Types Scientist Professor Inventor Friend Audience Type Considerations Scientist Want to know why content is important. Intellectually satisfied with data and graphs. Professor Want to know what is important AND how to remember the content/skills taught. Often respond well to citations, feedback, and practice Inventor Want to know what to do next with information. Are creative, like to explore new ideas, and express new learning Friend Want involvement and engagement with others in room. Often respond well to stories and group activities Silver, Strong, and Petini (2008) The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson

The Four Audience Types Think about an upcoming professional development. How might you use this information to plan your session?

Lunch We will begin again at 2:15

M. I. P. What is your Most Important Point from this morning? Share with an eye contact partner.

Strategies Methods Structures

Carousel Brainstorming Opening Activity, Activate/Engage, Closing Activity

Strategies Think about an upcoming professional development. Choose an opening activity, engaging activity, and summarizing activity you will use.

Adult Learning 27

-- Repeat pattern in sequence around the table -- First Turn/ Last Turn Individually read and highlight pgs. 17-23 In turn, share one of your highlighted items, but do not comment on it -- The First Turn Group members comment in round-robin order about the item (with no cross-talk) The initiating person then shares his or her thinking about the item and gets – The Last Turn -- Repeat pattern in sequence around the table -- Groups at Work – Copyright MiraVia LLC – All rights reserved

First Turn/ Last Turn Reflection on Process How does this strategy support dialogue? How might this strategy contribute to group development? Groups at Work – Copyright MiraVia LLC – All rights reserved

First Turn/ Last Turn Reflection on Content How might you use the information to develop professional development sessions? Groups at Work – Copyright MiraVia LLC – All rights reserved

LEARNING DESIGNS Read and Respond Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Read and Respond “Traditionally, professional development has had little impact on teacher practices and student achievement. Professional development usually occurred in workshops that individual teachers attended outside of schools…”

“…Now, research is emerging that professional development that has the highest impact focuses on teachers’ content, occurs in their own schools, involves all teachers rather than developing individuals, and is collaborative. Simply put, collaborative professional learning is when teachers work together to improve teaching and learning.” Becoming A Learning School, Killion and Roy

PAIRS/PAIR SQUARE Find someone whose picture is your picture’s match. ©CCS Cognitive Coachingsm Trainer's Guide, Revised 4/02Cognitive CoachingSM Trainer’s Guide, Revised 1/03

Topic: Learning Designs A-D Each Teach Topic: Learning Designs Quartets: Letter off A-D A reads pp. 24-25 B reads pp. 26-28 C reads pp. 29-30 D reads pp. 31-32 When ready, “Each Teach” your learning designs Groups at Work – Copyright MiraVia LLC – All rights reserved

LEARNING DESIGNS Scenarios With your quartet, work through your assigned scenario.

Designs for Your Work Select a professional learning goal. Identify possible learning designs that will support you in achieving your goal. Complete the graphic organizer (pg. 35).

The Other Agenda

Key Words Individually: Table Groups: Reflect on this session and select a key word (e.g. important idea, concept, emotion) Table Groups: Share your word in a round-robin pattern ( the ‘what’ and the ‘why’ ) Choose one member to share his or her key word with the full group Groups at Work – Copyright MiraVia LLC – All rights reserved

Every system is designed to get the results it’s getting. NSDCs Standards for Staff Development Trainer’s Guide Stephanie Hirsh, 2001

Roland Barth, Learning By Heart The question for educators is not whether all humans can learn, but what conditions can we devise so that they will learn. Roland Barth, Learning By Heart

Contact Information Tina Lane tmlane@fcps.edu 571-423-3110