1. Results Based Professional Learning Communities

2. Moving Cruising Struggling Sinking
Effective
Improving
Declining
Moving
Cruising
Ineffective
Struggling
Sinking

3. Professional Development Outcomes
DEVELOPMENT ELEMENTS
KNOWLEDGE LEVEL
(Estimate percentage of participants understanding content)
SKILL ATTAINMENT
(Estimate percentage of participants demonstrating proficiency in the instructional practices)
TRANSFER TO PRACTICE
(Estimate percentage of participants regularly implementing instructional practices in the classroom)
Theory (e.g., presenter explains content—what it is, why it is important and how to teach it)
10% 5% 0%
Demonstration (e.g., presenter models instructional practices)
30%
20%
Practice (e.g., participants implement instructional practices during the session()
60%
Coaching (e.g., participants receive ongoing support and guidance when they return to the classroom)
95%
99%
Bruce Joyce and Beverly Showers.
Student Achievement through Staff Development (3rd ed: 2002.

4. “Good to Great” * Disciplined people Disciplined thought
Disciplined Action
*Collins, Jim. “Good to Great” New York: Harper Business. 2001
*Collins, Jim. “Good to Great” New York: Harper Business. 2001

5. Results Orientation Clarify Priorities Establish indicators
Monitor Progress
Embed Continuous Improvement
Results Orientation

6. “Members of a professional learning community continually assess their effectiveness on the basis of results; tangible evidence their students are acquiring the knowledge, skills, and dispositions essential to their future success” Learning by Doing 2006

7. Improving Student Achievement Through Staff Development1
Analyze Student Performance Data: Identify Student Learning Needs 5
Provide Ongoing Support for Learning and implementation of New Knowledge, Skills and Processes 2
Identify Target(s) for Educator Learning and Development
Improving Student Achievement Through Staff Development 4
Design and Implement Staff Development Intervention(s) and Evaluation 3
Identify Results-Based Staff Development Interventions Aligned with Target Area(s)
Source:
Killion, J. (2002) Assessing Impact: Evaluating Professional Development. Oxford, OH: National Staff Development Council (NSDC). Online:

8. Attributes of Effective Professional Development
･ Results-driven
･ Standards-based
･ Job-embedded
･ Differentiated
･ Linked to learning needs (student and teacher)
･ Collaborative in nature
･ Sustained over time
･ Discipline-focused/Content rich
･ Reflective
･ Evaluated

9. Results-Based Staff Development
Phase 1
Determine student learning needs by analyzing data
• What do we want students to know and be able to do?
• What knowledge and skills are students missing? Where are the
gaps in their learning?
• Which students are most affected?
Phase 2
Determine educator’s knowledge, skills, attitudes and behaviors based on student learning needs
• What do teachers need to know and be able to do to support
student learning goals?
Phase 3
Conduct analysis of available professional development interventions
• What are the characteristics of interventions that have
successfully achieved your goals?
• Where have they been successful?
• Under what conditions have they worked?
Phase 4
Select and implement a professional development intervention including an evaluation
• Who will be responsible for implementing the program?
• What is the timeline for implementation?
• What resources are necessary for success?
• What are the critical benchmarks for progress?
Phase 5
Provide ongoing support
• How will teachers receive coaching and feedback?
Source: Development Outcomes

10. Specific, strategic Measurable Attainable
Results-oriented
Time-bound
What are SMART Goals?

11. Focus on results, not activities!
Linking Goals
School Board Goals
School Goals
Team Goals
“One of the most effective strategies for bringing district goals to life is to insist that all schools create goals that are specifically linked to district goals”
Learning by Doing (2006)
Focus on results, not activities!

12. Action Plan Team SMART Goal Strategies and Actions Responsibilities
Timeline
Evidence of Effectiveness
Action Plan

13. A Focus on Results is …
Essential to Organisational Effectiveness
Essential to Team Effectiveness
Can Serve as a Powerful Motivator
Essential to Continuous Improvement
Schools and districts that focus on results by creating specific learning goals for students and monitoring learning on a timely, systematic basis are more effective in raising student achievement
(Cawelti & Protheroe, 2001; Council of Chief School Officers, 2002; Lezotte, 1997; Marzano, 2003)
Learning by Doing (2006)

14. This presentation has been adapted from the book Learning by Doing: A Handbook for Professional Learning Communities at Work (2006) by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas Many