1. Public School 29 Professional Development Day December 1, 2014 Presenters: Anna Arrigo & Marygrace DiForte

2. Defining School Success through School Culture

3. Background  From the NCREL Monograph: Building Collaborative Cultures: Seeking Ways to Reshape Urban Schools  “Knowing what members of the school define as success is a way to know what is valued (Schein, 1985). Success in schools can be defined in many ways - giving students basic skills and knowledge, providing a safe and secure environment, "surviving" until the next day, preparing students for the world of work or college (Rossman, Corbett, and Firestone, 1988), and so forth. What teachers, administrators, and others view as the measures of success often shapes how they spend their time, what problems they try to solve together, and what gets their attention. Several questions can be asked to understand these definitions.”

4. Activity  What is a successful school culture?  What are examples of a positive school culture?  What socio-emotional conditions for students, parents, and teachers would you like at your school?  What would good relationships among students, staff, and community look like?  What will define your school’s academic success this year?  What should students know and be able to do at the end of the year?  What professional learning should you prioritize to achieve those goals? Reflection :  How does your definition of successful culture support or impede your priorities for academic success this year?

5. From Professional Development to From Professional Development to Professional Learning

6. Common Core Learning Standards Focus on:  Critical Thinking  Problem Solving

7. Shift in Thinking and Culture

8. Culture Culture Ongoing Collaboration Constant Learning Cyclical

9. Defining Professional Learning  How would you define professional development verses professional learning?  How are they similar?  How are they different?

10. Defining Professional Development Activity Professional Development Professional Learning

11. Reflect on Professional Learning Experience  Independently read the Introduction of the Handbook for Professional Learning (pages 3-4).  Reflect on your professional learning experiences by jotting down the following:  Think about a time in your professional career where you learned something new that changed your practice and/or the way you worked. For example, did an introduction to the writing process cause you to approach writing instruction in a completely new way? Did a colleague share a way to teach number systems that made you completely rethink your math instruction?  Discuss your professional learning experiences in your group:  What where the conditions of that professional learning? What made it stick for you in order for it to become a part of your regular practice? How were you supported?

12. Planning for Professional Learning  Groups One - read pages 11-18 and  Group Two - read pages 19-30.  Please be prepared to share the highlights of your pages and to discuss the following questions:  What elements of professional learning does your section highlight?  What are the implications of your section for planning professional learning?  Share 1-2 key ideas from your discussion with the whole group.

13. Considerations for Professional Learning in your School  Please read the Considerations for Professional Learning on page 80 of the Handbook and prepare to discuss the following:  How can we use this information to ensure that our professional learning experiences are successful? **Defining success both by having teacher “buy-in” and by having an impact on student learning. **

14. Professional Learning  Necessary shifts in classroom practice that will lead to improved student outcomes.  Take place in an active and coherent intellectual environment where ideas are exchanged and connections are made to the real work of schools.  To build on teachers instructional knowledge and pedagogy  Continuous learning

15. Learning Extension Article Study  Please read on your own: “What Works in Professional Development” And “Instructional Rounds in Education”

16. Surfacing Needs and Ideas for Differentiated Professional Learning

17. How often do educators at your school observe each other’s classroom instruction as one way to improve teaching?

18. De-privatizing Classroom Practice

19. What is Job-Embedded Professional Learning? How can the community contribute to its development and promotion?

20. The research of Joyce & Showers (2002) has revealed that collaborative, job-embedded, and differentiated professional learning focuses on: targeting the learning, varying formats for the learning, coaching the learning, sharing the learning and celebrating progress. Differentiated PD/PL promotes accountability in that individuals in the self-selected groups are accountable to each other. Coming together as a result of similar needs and goals and working toward common ends, fosters commitment to the group/team and builds trust, community and sense of purpose. Differentiation and flexibility in professional learning focuses on teachers being able to improve their individual practice. It can provide teachers with options to select individualized, grade-level, subject-area, or team-based opportunities to ensure professional learning opportunities are relevant and useful.

21. Job-Embedded Professional Development (JEPD) day to day enhance one goal  Teacher learning that is grounded in day to day teaching practice and is designed to enhance teachers’ content-specific instructional practices with one goal of improving student learning. Darling-Hammond&McLaughlin, 1995; Hirsh, 2009 in Croftet al., 2010.

22. JEPD  Authentic Conversations  Concrete acts of teaching and student learning  Exits in a teachers own school and among their colleagues

23. JEPD Activities  Collaborative Inquiry  Mentoring, Coaching, Lesson Study, Action research  Peer Observation  Peer Coaching

24. Peer Coaching Coaching in this context is formative, applies to everyone, and has a shared goal.  Inter-visitation  Partnership  Ongoing  Builds relationships  Reflection

25. Connections Peer Coaching And Instructional Rounds

26. Surfacing Needs and Ideas for Differentiated Professional Learning  Expertise I want to share?  What I want to know more about?  What would help me meet my learning goals? Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get it Done Well?

27. Planning and Evaluating for Professional Learning

28. How do established professional learning needs and outcomes drive planning and evaluation of professional learning ?

29. Review the Example  Complete the template – Ongoing  Response  Create steps to operationalize responses  Define success at each level of evaluation Discussthe Example Example

30. Communicate Collaborate Reflect & Refine

31. Thank You  “Professional development as a term and as a strategy has run its course. The future of improvement, indeed of the profession itself, depends on a radical shift in how we conceive learning and the conditions under which teachers and students work.” Michael Fullan