1. Creating a Culture of Ongoing, Embedded Professional Learning
June 24, 2016

2. Data-Based Decision Making with Decision Rules
RTI Essential Components
Standards of
Practice
Data-Based Decision Making with Decision Rules
Training Coaching
Fidelity
SLD Decision Making
Progress Monitoring
Interventions
Screening
Core
Leadership
Teaming/Data-Based Decision Making
Professional Learning & Support
Culture

3. Professional Learning Objectives
ORTIi
Today’s objective
To increase student achievement for ALL students
To assist districts in understanding the impact of their professional learning & support
Begin/refine a vision of professional learning based on your districts core values.

4. “The most powerful strategy school systems have at their disposal to improve teacher effectiveness is professional development.”
~Stephanie Hirsh,
Executive Director of Learning Forward
commitment from administrators to provide opportunities for all staff
customizing professional learning to staff needs
Effective professional learning begins with the commitment from administrators to provide opportunities for all teachers to grow in their careers, and customizing professional learning to teacher needs.

5. Talk Time…
Therefore, when evaluating your professional learning plan, is your district/ school structuring professional development because it allows the district/school to say they provide learning opportunities to teachers, or does the current approach develop teachers to positively impact student achievement?

6. Professional development refers to many types of educational experiences related to an individual’s work. Doctors, lawyers, educators, accountants, engineers, and people in a wide variety of professions and businesses participate in professional development to learn and apply new knowledge and skills that will improve their performance on the job.

7. “When you talk about school improvement, you’re talking about people improvement. That’s the only way to improve schools.”
—Ernest Boyer
—in DuFour, The Principal as Staff Developer

8. What constitutes professional development?
When people use the term “professional development,” they usually mean a formal process such as a conference, seminar, or workshop; collaborative learning among members of a work team; or a course at a college or university.
However, professional development can also occur in informal contexts such as discussions among work colleagues, independent reading and research, observations of a colleague’s work, or other learning from a peer.
~Learning Forward

9. Source: Joyce, B. , & Showers, B. (2002)
Source: Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

10. 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:
Graphics reprinted with permission of the NSDC, 2003.

11. 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
What works best for your students and your school. Have to” End the Average”- need to look at what our students need and provide that. (Yong Zhoa)

12. Professional development may occur:
During the regular school day
At school- but before classes begin or after they end
After school on an educator’s own time
During days a school system sets aside solely for professional development
Late Start/ Early Release Days
During the summer and other school breaks

13. If Not Workshops, Then What?
Individual reading/study/research
Study groups- shared need or topic
Observations: peer to peer
Coaching
Mentoring: Being and Being
PLC’s- lesson planning, examine student work, learn/discuss instructional or engagement strategies
Staff meetings or dept. meetings
Online courses
College/university courses
Workshops to dig deeper into subjects
Whole school improvement programs- outside experts
Visiting lab schools
Adult learning in schools can, and should, take many forms. Workshops are one way for teachers to learn. But most learning will occur as teachers work with colleagues in ways that enable them to reflect upon their professional practice.

14. Is your PL increasing achievement for ALL students?
What are your professional learning needs?
How do you provide professional learning in your district?
What funding are you using to support it?
How do you know it is effective?
Talk time

15. What do we know about professional learning?
Longitudinal Studies of a Variety of Comprehensive School Reforms
Effective Interventions
Actual Supports
Years 1-3
Outcomes
Years 4-5
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the CSR as intended
Every Teacher Continually Supported
Fewer than 25% of those teachers received support
Vast majority of students did not benefit
Aladjem, D. K., & Borman, K. M. (2006, April). Summary of Findings from the National Longitudinal
Evaluation of Comprehensive School Reform. Paper presented at the Annual meeting of the American
Educational Research Association, San Francisco, CA.
Vernez, G., Karam, R., Mariano, L. T., & DeMartini, C. (2006). Evaluating comprehensive school reform models at scale:
Focus on implementation. Santa Monica, CA: RAND Corporation.
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

16. Coaching moves Designand Implement Staff Development and evaluate1
Analyze Data 5
Provide Ongoing Support for Learning and implementation of New Knowledge, Skills and Processes 2
Identify Adult Learning Needs for Installing RTI Practices for Educator Learning and Development
Impm… 4
Coaching moves Designand Implement Staff Development and evaluate 3
Collaboratively plan effective Professional learning: review installation matrix
In order for PL to be effective, it requires thoughtful planning followed by implementation with feedback provided.
Source:
Killion, J. (2002) Assessing Impact: Evaluating Professional Development. Oxford, OH: National Staff Development Council (NSDC). Online:
Graphics reprinted with permission of the NSDC, 2003.

17. Improving Student Achievement Through Staff Development1
Analyze Student Performance Data: Identify Student Learning Needs 5
Provide Ongoing Support for continued and or advanced Learning and implementation of new practices 2
Identify Target(s) for Educator Learning and Development
Improving Student Achievement Through Staff Development 4
Collaborate and Implement professional learning and evaluate 3
Identify Results-Based Professional Learning Aligned with RTI Practice
In order for PL to be effective, it requires thoughtful planning followed by implementation with feedback provided.
Source:
Killion, J. (2002) Assessing Impact: Evaluating Professional Development. Oxford, OH: National Staff Development Council (NSDC). Online:
Graphics reprinted with permission of the NSDC, 2003.

18. Phase 1: Determine Student Needs:
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?
10,000 hours rule- you can spend 10,000 hours on something you are bad at and become mediocre or you can assess your data and focus on what you can be better at. (Y. Zhao)

19. Data-Based Needs Assessment: Students
Outcome data Implementation data (fidelity)

20. 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 and evaluate 3
Identify Results-Based Staff Development Aligned with Target Area(s)
In order for PL to be effective, it requires thoughtful planning followed by implementation with feedback provided.
Source:
Killion, J. (2002) Assessing Impact: Evaluating Professional Development. Oxford, OH: National Staff Development Council (NSDC). Online:
Graphics reprinted with permission of the NSDC, 2003.

21. 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?

22. Data-Based Needs Assessment: Adults
Outcome data Implementation data (fidelity) Capacity assessment Staff perception

23. Capacity

24. 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 and evaluate 3
Identify Results-Based Staff Development Aligned with Target Area(s)
In order for PL to be effective, it requires thoughtful planning followed by implementation with feedback provided.
Source:
Killion, J. (2002) Assessing Impact: Evaluating Professional Development. Oxford, OH: National Staff Development Council (NSDC). Online:
Graphics reprinted with permission of the NSDC, 2003.

25. Phase 3: Conduct analysis of available professional development
What are the characteristics of PL that have successfully achieved your goals?
Where have they been successful?
Under what conditions have they worked?
May work with central office staff, a successful teacher within the school or from another school, an expert from a local college/university or ESD or a consultant. Might be self directed learning- conducting research, observing effective instruction at another school or conference, workshop. Always remember to analyze and discuss what they are learning.

26. Best Practices in PL The study of teaching and learning
A combination of generic and content specific skills
Those who provide consultation, planning and facilitation as well as training
Individual development and organizational development
Staff development driven by a clear, coherent plan
A focus on school needs and learning outcomes, and changes in on the job behavior
Multiple forms of job embedded learning
A commitment to professional learning as a critical part of the school improvement process
—Sparks & Hirsh
—Adapted from A New Vision for Staff Development

27. 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 and evaluate 3
Identify Results-Based Staff Development Aligned with Target Area(s)
In order for PL to be effective, it requires thoughtful planning followed by implementation with feedback provided.
Source:
Killion, J. (2002) Assessing Impact: Evaluating Professional Development. Oxford, OH: National Staff Development Council (NSDC). Online:
Graphics reprinted with permission of the NSDC, 2003.

28. Phase 4: Design and Implement Staff Development and evaluate
Who will be responsible?
What is the timeline for implementation?
What resources are necessary for success?
What are the critical benchmarks for progress?

29. Financial Support: Title 1A,
Steve comes out of 2A;
2A- supplemental; priorities,
Genearl funds- Core, data teams

31. Time for Professional Learning

34. How do you know if your PL is effective?
Standards of practice?
Sufficient training & support?
Data?
Outcome data
Implementation data (fidelity)
Capacity assessment
Staff perception
What was the participants’ reaction?
Did participants learn?
Did they use and apply the new knowledge and skills?
Were student learning outcomes improved?

37. 5
Provide Ongoing Support for Learning and implementation of New Knowledge, Skills and Processes 2
Identify Target(s) for Educator Learning and Development
Installing RTi Practices Through On-going and embedded Professional Learning 4
Design and Implement Staff Development and evaluate 3
Coaching Moves:
Identify Results-Based Staff Development Aligned with Target Area(s)
In order for PL to be effective, it requires thoughtful planning followed by implementation with feedback provided.
Source:
Killion, J. (2002) Assessing Impact: Evaluating Professional Development. Oxford, OH: National Staff Development Council (NSDC). Online:
Graphics reprinted with permission of the NSDC, 2003.

38. Providing ongoing support
Phase 5:
Providing ongoing support
How will teachers receive coaching and feedback?

39. Not just about evaluations, but giving feedback and coordinating instructional practices.
.75 effect size
About inspecting what expecting
Learning vs. doing
Steve Ventura

41. Educators use what they learn to improve teaching and leadership
Educators learn new knowledge and skills because of their participation
Educators use what they learn to improve teaching and leadership
Student learning and achievement increase because educators use what they learned in professional development
Simply, when educators learn, student learn more.
Transformation
Learning Forward

42. Challenges
Poorly conceived and ineffectively implemented professional development leads to complaints.
From:
Students
Teachers
Community
School Boards

43. Guidelines for Success
Recognize change as both an individual and an organizational process
Think big, but start small
Work in teams to maintain support
Include procedures for feedback on results
Provide follow up, support, and pressure
Integrate programs

44. What is your context?
Individual teacher/school initiated vs. district driven
Gradual vs. immediate & drastic

45. Professional Learning Objectives
Understanding the impact of professional learning & support
Begin/refine a vision of professional learning based on your districts core values.

47. Discussion Question
What professional learning strategies can you use/refine to develop the necessary competence in participants to skillfully use the most effective educational approaches to accomplish the goal of improved outcomes for students?

48. Create your definition
What resonates with you for your district? What are key aspects that you want to capture?

49. Next Steps Review your PL document Begin to develop your PL vision
Think about what knowledge and resources are needed to fulfill your vision

50. Summary
Research says that professional development has to be directly connected to daily work with students, related to content areas, organized around real problems of practice instead of abstractions, continuous and ongoing, and able to provide teachers with access to outside resources and expertise.
Professional development should take place within a professional community, a team or network, or both. Changing practice is a difficult and long-term proposition that can’t be handled by going off to a workshop.
Teachers have to practice change and continually work with others on debugging the problems they encounter.
Linda Darling-Hammond
The Harvard Education Letter, 1997

51. District Learning Specialist/ ORTIi Implementation Coach
Thank you!
Shelby DiFonzo
District Learning Specialist/ ORTIi Implementation Coach

52. acknowledgements
Aminda Gentile, Professional Development to Support Student Achievement Learning Forward, Ensuring Quality Learning