1. Adult Learners: A Preface
Laurie Hedges
Assistant Superintendent
HFHO BOCES

2. How might we promote EFFICACY amongst our adult learners?
Essential Question:
How might we promote EFFICACY amongst our adult learners?

3. Conscious Competence Model
Unconsciously Incompetent
Consciously Incompetent
Consciously Competent
Unconsciously Competent
Martin Broadwell

4. The study of how adults learn
Adult Learners
ANDRAGOGY:
The study of how adults learn

5. Assumptions of Adult Learners
Self-Concept
Adult Learner Experience
Readiness to Learn
Orientation to Learning
Motivation to Learn
Knowles, 1984

6. Four Principles of Andragogy
Involvement in planning and evaluation
Prior experiences, including mistakes
Relevant to work or personal life
Problem centered rather than content-oriented
Knowles, 1984

7. Ask yourself…
How might we design effective professional development opportunities that promote efficacy for our constituents?

8. You are an
Architect of Learning

9. The Instructional Core
TASK
Student/
Learner
Content
Teacher/
Facilitator
City, Elmore, Fiarman, Teitel

10. The NSDC Standards
Content
Process
Context

11. The Ten NYS Standards for High Quality Professional Development
Designing Professional Development
Content Knowledge and Quality Teaching
Research-based Professional Learning
Collaboration
Diverse Learning

12. The Ten NYS Standards for High Quality Professional Development
Student Learning Environments
Parent, Family and Community Engagement
Data-driven Professional Practice
Technology
Evaluation

13. Facilitating Presenting Coaching Consulting Process: The Four Hats
The Adaptive School: Garmston and Wellman

14. Contexts: Understanding Global, State, Community Realities
Conditions of learning and teaching for students and adults
Competencies of adults
Culture of classrooms, schools, districts
Arenas of Change; Lahey

15. What Works in Professional Development?
Independently, please read pages 495 – 497 of the Guskey and Yoon article.
Annotate and take notes.
Choose a quote
that interests you.
Guskey & Yoon, 2009

16. Last Word Protocol
Each participant silently identifies what s/he considers to be the most significant quote the article.
A volunteer member reads his or her quote out loud to the group. The first person says nothing about why s/he chose that particular point.
The other participants each have 1 minute to respond to that idea.
The first participant then has 2 minutes to state why s/he chose that point and to respond to his/her colleagues based on what s/he heard.
The same pattern is followed until all four members of the group have had a chance to have “the last word.”

17. Evaluating Professional Development
Level 1: Participants’ Reactions
Level 2: Participants’ Learning
Level 3: Organization Support and Change
Level 4: Participants’ Use of New Knowledge and Skills
Level 5: Student Learning Outcomes
Guskey, 2000

18. Effective Professional Development
Determine impact on student learning outcomes.
Implement new practices.
Gain organizational support and change.
Develop essential knowledge and skills.
Plan target professional learning experiences.
Guskey, 2017

19. Goal Setting
Based on your most salient learnings of the day, set a learning goal(s) for yourself.

20. Questions? Next Steps?

21. Resources Adult Learning Theory: Knowles, 1984
Arenas of Change: Lahey, Kegan, 2005
Emotional Literacy: Rob Bocchino, 1999
Enhancing Professional Practice: Danielson, 2007
Evaluating Professional Development: Guskey, 2000
Generations at Work: Zemke, Raines, 2000
How the Brain Learns: Sousa, 2011
How to Make Presentations that Teach and Transform: Garmston
and Wellman, 1992
Instructional Rounds: City, Elmore et al, 2009
National Staff Development Council Standards: Learning Forward, 2011
The Adaptive School: Garmston, 2013

22. Additional Resources