1. Powerful Professional Development

2. Its time to end sort-of staff development. Schmoker, 1999

3. Impeding Belief Students who live in poverty or who lack supportive families cannot be expected to learn very much. Consequently, powerful forms of professional development are wasted on schools with high concentrations of such students.Students who live in poverty or who lack supportive families cannot be expected to learn very much. Consequently, powerful forms of professional development are wasted on schools with high concentrations of such students. Promoting Belief

4. Impeding Belief Students who live in poverty or who lack supportive families cannot be expected to learn very much. Consequently, powerful forms of professional development are wasted on schools with high concentrations of such students.Students who live in poverty or who lack supportive families cannot be expected to learn very much. Consequently, powerful forms of professional development are wasted on schools with high concentrations of such students. Quality teaching fed by powerful professional learning can make a difference in all schools. Promoting Belief

5. Impeding Belief Teaching is a low-skilled, non-intellectual activity. Consequently, sustained, intellectually rigorous forms of professional development squander precious resources.Teaching is a low-skilled, non-intellectual activity. Consequently, sustained, intellectually rigorous forms of professional development squander precious resources. Promoting Belief

6. Impeding Belief Teaching is a low-skilled, non-intellectual activity. Consequently, sustained, intellectually rigorous forms of professional development squander precious resources.Teaching is a low-skilled, non-intellectual activity. Consequently, sustained, intellectually rigorous forms of professional development squander precious resources. Teaching is a complex, cognitively demanding task that requires sustained, intellectually rigorous forms of professional learning. Promoting Belief

7. Impeding Belief The knowledge and skills required to be a good teacher can be delivered in workshops. Consequently, it is sufficient to expose teachers to new ideas in workshops or large group settings.The knowledge and skills required to be a good teacher can be delivered in workshops. Consequently, it is sufficient to expose teachers to new ideas in workshops or large group settings. Promoting Belief

8. Impeding Belief The knowledge and skills required to be a good teacher can be delivered in workshops. Consequently, it is sufficient to expose teachers to new ideas in workshops or large group settings.The knowledge and skills required to be a good teacher can be delivered in workshops. Consequently, it is sufficient to expose teachers to new ideas in workshops or large group settings. Professional development that promotes a deep understanding of subject matter and a wide repertoire or research-based teaching strategies is essential if all students are to achieve at high levels. Knowledge of good teaching is constructed by teachers through discussion, problem solving, action research, and other active learning processes. Promoting Belief

9. Judging from the way many schools and school systems conceive and implement staff development, it is questionable whether the intent is to benefit either adults or students. After all, if the intent is to improve the performance of teachers and administrators... would so much staff development be so ill-conceived, so hit-or-miss, so ineffective? The result is that staff development stays nestled in the cozy culture of the school system and school operations, largely unexamined and unchanged" (Sparks, 1998).

10. Though hundreds of studies have focused on improving teacher quality, professional development…is pretty much like it has always been unfocused, insufficient, and irrelevant to the day-to-day problems faced by front line educators (Sparks, 2002, p. 1-1).

11. A Look at the Future The traditional outcomes of our school systemsacademic success for some and failure for othersare now more problematic than ever. High school dropouts now have less than one chance in three of finding work, and if they do find a job, they typically earn less than half as much as they would have twenty years ago. William T. Grant Foundation, 1988 William T. Grant Foundation, 1988

12. A Look at the Future In 1950 there were sixteen workers for every person on social security; by 2010, there will be only three (SSA, 1996). If not all of these potential workers are productive, our nations social compact will crumble. Linda Darling-Hammond, 1997 Linda Darling-Hammond, 1997

13. Teacher Effectiveness (Randall, 2001) In a study, researchers determined that 4th graders assigned to three effective teachers in a row grew from the 59th to 76th percentile in three years. A different group, assigned to three ineffective teachers for three years dropped from the 60th to the 42nd percentile in the same time period.

14. Teacher Effectiveness (Wright, Horn, and Sanders 1997) The most important factor affecting student learning is the teacher. More can be done to improve education by improving the effectiveness of teachers than by any other single factor. Effective teachers appear to be effective with students of all achievement levels regardless of the levels of heterogeneity in their classes.

15. Goals for Staff Development –Goal 1: Sustained Collaboration and Collegiality (Professional Learning Teams) –Goal 2: Improvement of Content and Pedagogical Knowledge –Goal 3: Data Driven Practice, Research and Reflection Focused on Standards and Measurable Goals

16. With ever declining funding, how can we utilize our professional development money most effectively to ensure highly qualified teachers in every classroom?

17. How can professional development allotments be used according to Title II? To increase teachers knowledge of the academic subjects they teach.To increase teachers knowledge of the academic subjects they teach. To focus on district wide strategic plan and curriculum audit findings.To focus on district wide strategic plan and curriculum audit findings. To increase achievement on state standards and assessments.To increase achievement on state standards and assessments. To improve classroom management skills.To improve classroom management skills. To provide high quality, sustained, intensive, classroom focused learning.To provide high quality, sustained, intensive, classroom focused learning.

18. How can professional development allotments be used according to Title II? On programs/strategies supported by scientifically based research.On programs/strategies supported by scientifically based research. On induction and mentoring programs for new teachers.On induction and mentoring programs for new teachers. To provide training to help educators address a variety of learning styles including students with disabilities, those who are gifted and talented, and students with limited English proficiency.To provide training to help educators address a variety of learning styles including students with disabilities, those who are gifted and talented, and students with limited English proficiency.

19. How can professional development allotments be used according to Title II? To provide teachers, principals, and paraprofessionals with training in the use of technology.To provide teachers, principals, and paraprofessionals with training in the use of technology. To train educators in the use of data and assessments to inform and instruct classroom practice.To train educators in the use of data and assessments to inform and instruct classroom practice. To aid educators in collaborative groups to research effective instructional practices.To aid educators in collaborative groups to research effective instructional practices.

20. How can professional development allotments NOT BE USED? On one-day or short-term workshops or conferences.

21. A learning team, is by definition, a small collaborative group of teachers who work together in a very disciplined way to focus on a central issue all year long.

22. Learning teams start to permeate everything you do. Once the light bulb goes on, you cant go back to worksheets. We just arent going to do that anymore. Were over that. Molli Rose, 8 th grade teacher