1. Learning Forward Fundamentals of Professional Learning December 8, 2014 Denny Berry Curry School of Education University of Virginia 703-536-1136 dberry@virginia.edu 1

2. Fundamental of Professional Learning Outcomes Ensure clarity of purpose for all professional learning, and its role in ensuring student success. Model effective professional development teaching strategies and critique how they might be used. Examine the Standards for Professional Learning, and determine how to use them to improve the quality and results of professional learning. Discuss strategies for engaging adult learners. Introduce designs for professional learning. Review one way to reach a professional learning goal. Reflect on how to use these practices in your work. 2

3. Norms Model the learning processes we are introducing. Use a note taking strategy that will link learning and application. Content, Process, Application Share knowledge, expertise & point of view. Attend to our group signals. Switch on vibrate. Learn with and from one another. 3

4. ContentProcessApplication Why Professional Learning? Professional Learning Assumptions A Definition Standards for Professional Learning Engaging Adult Learners Learning Designs Planning for Professional Learning 4

5. Making Connections… 5

6. A Learning Forward Belief Effective professional learning is fundamental to student learning. 6

7. A Learning Forward Belief Effective professional learning is fundamental to student learning. 7

8. At your tables: What is Steven Katz’s take on “effective” professional learning? 8

9. Strategy Check 9

10. Say Something Process With a partner, read to the first stopping place, and then each person “says something” to the other. Return to the text and read to the end of the article, and again “say something” to each other. Be prepared to share out to your table. 10

11. Some Professional Learning Assumptions If educators attend a professional learning session, they will be able to implement what they learned. If we improve the quality and/or length of the session, educators will be better able to implement what they have learned. Courtesy of Learning Forward 11

12. Some Professional Learning Assumptions If educators do not implement what they have learned, they are resisting change. If we had more TIME and/or more MONEY, we would have better success. Courtesy of Learning Forward 12

13. Unearthing Assumptions What are the results we want to achieve? Have we designed and enacted a sufficiently powerful goal(s) for professional learning to accomplish the results we want? How will we know we have those results? 13

14. Professional Learning Professional Learning Event/Episode A learning experience designed to transfer knowledge and develop skill. Professional Learning Program Planned, coherent, in-depth engagement over time AND the support system designed and implemented to develop educators’ knowledge, skills, dispositions, and behaviors to improve student achievement. 14

15. Professional Learning Program Pair Share What percentage of the professional learning in your schools falls into each category? Events/Episodes % Programs % Courtesy of Learning Forward 15

16. The Knowing-Doing Gap “Most of us know more about teaching, leadership, and ways to improve schools than our actions demonstrate.” Dennis Sparks, Leading for Results Dennis Sparks, Leading for Results, 2007 16

17. The Gap Training and inservice presentations designed to transfer knowledge and skills Increased student achievement as measured on a variety of tools Input Results Courtesy of Learning Forward 17

18. The Solution: Fill the Gap Opportunities to practice Resources: materials, time, etc. Feedback about implementation Expectations for consistent implementation Reflection Additional learning opportunities Expectations and goals Focus on results Supportive environment Monitoring with data Courtesy of Learning Forward Input Results 18

19. A Learning Forward Belief Effective professional learning is fundamental to student learning. 19

20. What IS Professional Learning? 20

21. Outcomes Components KnowledgeSkillTransfer (Implementation) Presentation of Theory 10%5%0% Modeling 30%20%0% Practice and Low Risk Feedback 60% 5% Coaching Study Teams Peer Visits 95% Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development

22. Assessing Professional Learning E valuating Professional Development, Tom Guskey, 2000 At the point of… DELIVERY……………. Did they like it? KNOWLEDGE ……….. Did they learn it? APPLICATION ………. Are they using it? ORGANIZATION SUPPORT/CHANGE ………. Did it impact the organization? RESULTS ………… Did it impact student learning? 22

23. Strategy Check 23

24. Making Connections… 24

25. 25

26. Why Standards? A Tale of Two Schools How are these school similar? Different? At your table, predict which professional learning scenario will result in a higher level of implementation. Explain why 26

27. Why Standards? They establish the attributes for effective professional learning. They establish criteria for the design, implementation, and evaluation of professional learning. They define the purpose of professional learning for educators to develop the knowledge, skills, practices, and dispositions to help students perform at high levels. 27

28. Prerequisites Educators commit to ensuring all students succeed. Educators are ready to learn. Professional learning fosters collaborative inquiry and learning. Educators learn in different ways and at different rates. 28

29. Link to Student Results 1. Standards-based professional learning 2. Changes in educator knowledge, skills, and dispositions 4. Changes in student results 3. Changes in educator practice 29

30. Standard Core Elements 30

31. Standards Layout 31

32. Standards in Practice At your table, which behaviors are observable when your standard is implemented fully? 32

33. Managing Changes in Practice (learning Forward) Learning Communities LeadershipResourcesDataLearning Design ImplementationOutcomesEducator Effectiveness and Student Results LeadershipResourcesDataLearning Design ImplementationOutcomes Pockets of Excellence Learning Communities ResourcesDataLearning Design ImplementationOutcomes Lack of Support Learning Communities LeadershipDataLearning Design ImplementationOutcomes Resistance Learning Communities LeadershipResourcesLearning Design ImplementationOutcomes Lack of Focus Learning Communities LeadershipResourcesDataImplementationOutcomes Inadequate Learning Learning Communities LeadershipResourcesDataLearning Design Outcomes Unsustained Change Learning Communities LeadershipResourcesDataLearning Design Implementation Misalignment of Goals 33

34. How to Use the Standards To stimulate dialogue, discussion, and analysis that lead to increased effectiveness in professional learning. To benchmark existing opportunities for professional learning against the standards to identify strengths and areas for improvement. To set policies. 34

35. Strategy Check 35

36. Engaging Adult Learners (See handout.) Individually complete the Adult Learners vs. Younger Learners anticipation guide. Hand up, stand up, pair up…and bring your completed anticipation guide. 36

37. Understanding Adult Learners (See handout.) 37 Review the information from Marcia Speck and Malcolm Knowles. At your table: What challenges do these principles pose for you in your role?

38. 38 Audience Types

39. Four Audience Types Audience Type Considerations Scientists Want to know why content is important. Intellectually satisfied with data and graphs. Professors Want to know what is important AND how to remember the content/skills taught. Often respond well to citations, feedback, and practice Inventors Want to know what to do next with information. Are creative, like to explore new ideas, and express new learning Friends Want involvement and engagement with others in room. Often respond well to stories and group activities Silver, Strong, and Petini (2008) The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson 39

40. Strategy Check 40

41. LEARNING DESIGNS Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes. 41

42. Design Modified Jigsaw In a group of four or five: Each person selects two designs to read and then share with the group. Use the handout to take notes for each design. 42

43. LEARNING DESIGNS Integrating theories, research, and models of human learning into the planning and design of professional learning contributes to its effectiveness. Several factors influence decisions about learning designs: the goals of the learning characteristics of the learners their comfort with the learning process and one another their familiarity with the content the magnitude of the expected change educators' work environment and resources available to support learning. The design of professional learning affects its quality and effectiveness. 43

44. Professional Learning Scenarios With a partner: Read each scenario and select one or two designs that you think are appropriate selections. Write a statement telling why. Select one learning design that you believe would be an inappropriate fit for that scenario and tell why. 44

45. “Every system is designed to get the results it’s getting.” NSDCs Standards for Staff Development Trainer’s Guide Stephanie Hirsh, 2001 45

46. Strategy Check 46

47. A Learning Forward Belief Effective professional learning is fundamental to student learning. 47

48. Theory of Change Establish goal(s) for collaborative professional learning Develop educator knowledge and skills Expand educator practices and dispositions, teacher skills/ strategies Implement new practices Increase student learning 48

49. Beyond the Workshop 49

50. Making Connections… 50

51. The question for educators is not whether all humans can learn, but what conditions can we devise so that they will learn. Roland Barth, Learning By Heart 51