Michael C. McKenna University of Virginia

1. Improving Your Skills as a Professional Developer Michael C. McKenna University of Virginia Sharon Walpole University of Delaware

2. Reading First is like what sporting event and why?

3. Today’s Goals • Revisit the LC’s role as a PD provider in Georgia Reading First. • Consider key principles of adult learning. • Discuss how to plan and deliver a group presentation. • Plan to apply these ideas at your school.

4. Continuum of PD Comprehensive plan aimed at increasing student achievement Training in specific skills or programs Narrow Broad Teacher Academies Literacy Coach’s Role

5. A comprehensive PD plan • Includes cycles of theory, demonstration, practice, and feedback • Demands collaboration between teachers and administrators • Must be specific to programs in use • Avoids conflicting messages • Accounts for the school context • Ensures that practice is changed • Ensures lasting change in practice by demonstrating links to achievement

6. How are you doing in each of these areas?Which is most difficult?Which is most successful?Why?

7. Some keys to adult learning • Adults want practical, real-world applications. • Adults tend to resist instruction that they believe attacks their competency. PD must therefore give them some control over how and what they learn. • Adults need practice opportunities, with constructive and helpful feedback during PD sessions. • Adults need opportunities after PD sessions to apply what they learn in real work settings. • Adults may fear losing face during PD. Learning must be structured to reduce risk of embarrassment. Adapted from NCREL and Learning Point Associates http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te10lk12.htm

8. Some keys to adult learning • Adults need opportunities to participate in small-group activities during PD sessions. • These activities should be designed to move them from understanding to application. • Small-group activities should afford the chance to share, reflect on, and generalize their learning. • Adults come to PD with a wide range of experiences and knowledge. These differences must be accommodated during PD planning. • Transfer is not automatic and may require coaching. Adapted from NCREL and Learning Point Associates http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te10lk12.htm

10. How do these ideas apply to group presentations?

11. Can you share a presentation nightmare?Can you share a success?

12. Staff Development PrayerO, Lord, when I dieplease let it happen during staff development because the transition between life and death will be so subtle.Amen

13. Planning Your Presentation

14. Physical Arrangements • Choose a place free of distractions • Set up early so you can relax and greet participants • Check visibility • Make sure everyone can see you • Decide on seating arrangements • Arrange the room for interaction (or for transitions)

15. Theater Style • Primarily for lectures to groups of > 50 • Accommodates many people • But interaction is limited

16. Chevron • Groups of 30-50 • Promotes some dialogue but not much • Requires considerable space • Called “classroom” style when tables parallel front of room

17. Herringbone • Groups of 30-150 • Includes seating on the ends • People on both sides of each table can see • Good for combining lecture with group work

18. U-Shaped • Groups of 15-30 • Signals equality • Each participant can see all the others • Good for whole-group interaction • Circled chairs can accomplish the same goal

19. Rounds • Groups of 30-150 • Good if there will be extensive group work • Good for stable groups • Flexible enough for occasional regrouping

20. Physical Arrangements • Decide on (and check on) refreshments • Decide on writing materials (markers, pads, easels) • Back up your technology (mike, Ppt, screen, lighting) (Befriend a geek) • Check out your own space (remove clutter) • Decide how to hand out handouts • Package the handouts

21. Physical Arrangements • Send a message that you care how the session goes • Favors • Door prizes • Candy

23. Physical Arrangements • Consider showing a “sponge” PowerPoint as participants enter • Make a checklist (maybe these slides?)

24. Consider Your Audience • There are at least four types of participants. • Your presentation needs to address the needs and expectations of all four. • Think about which teachers match these types.

25. 1. The “Professors” • They want mastery and competence • They want to be able to remember content • They facts, evidence, detail, clear organization

26. 2. The “Friends” • They thrive on engagement with other participants • They want to respond to content through interpersonal relations • Give them emotional hooks, personal stories, metaphors • Provide opportunities to share and hands-on activities

27. 3. The “Scientists” • They want to examine and process data • They like to hypothesize and explore explanations • They like structure • Provide opportunities to inquire and reach judgments

28. 4. The “Inventors” • They want to adapt, create, extend • They want to reorganize information into new arrangements • Provide opportunities to explore and generate new solutions

29. Think about your teachers.Are all of these types represented?

30. Foster a Sense of Self-Efficacy • Teachers must feel their ideas are listened to • They must sense that their efforts can make a difference • They will then tend to be optimistic and adaptive • Teacher self-efficacy is the single most frequently identified factor in successful school reforms (Rand Report, 1980) • To build teachers’ sense of efficacy, allow them to • Teach others • Help shape agendas • Have a say in own their learning • See their progress as reflected in data

31. The content is not as important as the participants’ interaction with it. Robert Garmston (1997)

32. The Content vs. Process Dilemma Think of chewing gum. The gum is the content and the chewing is the interaction of participants with the content. You must aim for a balance. You don’t want to provide too many sticks of gum for them to chew, and you don’t want them to chew a single stick so long that it loses its flavor. – Doyle and Strauss (1993)

33. Ratio of Process to Content Content Provided by Presenter: ------ Processing of Content by Participants: xxxx – Adapted from Garmston (1997)

34. Why not simply use all of my time to deliver content? Research shows that a combination of content and processing is up to 10 times as effective in altering behaviors. – Eitington (1984)

35. Organizing Your Talk • Begin with goals. Clarify these to yourself! Begin with the end in mind. Steven Covey

36. Organizing Your Talk • Decide on organizational structures that will help the group accomplish them • Key Questions • Important Ideas • Compare-Contrast • Problem Solution • Combinations of These • Decide on activities that will help teachers process the content

37. What other considerations should we add to our preparation checklist?

38. At the start … • Tie the presentation to past learning. • Strive to inspire.

39. Michael Pressley, 1951-2006 I cannot imagine how anything could be more demanding than teaching first grade well. It is much harder than flying a 747 or being a graduate school professor.

40. At the start … • Make the goals clear. • Engage the audience quickly in an activity.

41. How do you handle “the jitters” prior to a presentation?

42. During Your Talk • Make sure that directions for group activities are clearly stated and available for reference (e.g., in a handout or PowerPoint slide).

43. During Your Talk • Follow your agenda notes and try to stay a step ahead mentally. • Use PowerPoint Presenter Tools.

44. During Your Talk • Enliven your presentation … • with analogies

45. If all you have is a hammer, every problem looks like a nail.

46. During Your Talk • Enliven your presentation … • with analogies • with stories • with student work • with jokes • with read-alouds • cartoons

48. During Your Talk • Develop strategies for … • tardiness • talking • negativity • distractions

49. What is a useful strategy for contending with someone who frequently asks diverting questions?What is a useful strategy for responding to questions you’re unsure of, or that you know have complex implications?How might you respond to a sweeping negative comment, such as “That doesn’t work for my kids” or “The block just isn’t long enough for that”?

50. … At the finish • Sum up • Invite continued inquiry • Give them “homework” and offer to help them do it! • Seek a commitment • Welcome contact from teachers