Professional Development-Professional Learning: WHAT’S the DIFFERENCE?

1. Professional Development-Professional Learning:WHAT’S the DIFFERENCE?

2. Words That Fail Professional Learning Access and read the following blog http://blogs.edweek.org/edweek/learning_forwards_pd_watch/2013/03/words_that_fail_professional_learning.html

3. Learning Targets • I can explain the shift from professional development to professional learning. • I can identify Standards for Professional Learning and how they impact me. • I can identify actions (learning designs) to improve professional learning. • I can develop a plan for introducing the standards to those who need to know about them.

4. PD or PL • A mandatory, district-wide opening day session with a national speaker on the topic of student engagement. • Attending the annual national Learning Forward conference. • Meeting weekly with your content area team at your school to address a common problem of practice on “higher level questioning” that was uncovered from an analysis of common assessments. • A PLC that meets for the purpose of watching a series of PD 360 videos on higher level questioning.

5. Background on the Learning Forward’s Standards for Professional Learning • PL Taskforce • Timeline for Adoption

6. PD vs. PL

7. PD vs. PL

8. 2 3 1 Program Implementation Individual Team/School Three Purposes of Professional Learning Garet et al, 2011. Making professional development more strategic: A conceptual model for district decision makers. 8

9. What makes professional learning effective? • Aligned with rigorous state academic standards • Based on student data and educator needs • Conducted at the school among teams of teachers • Occurs during the work day • Follows a continuous cycle of improvement 9

10. Relationship Between PL and Student Results Standards for Professional Learning. Learning Forward 2012.

11. Why PL standards are important Standards make explicit that the purpose of PL is for educators to develop the • Knowledge • Skills • Practices • Dispositions to help students perform at high levels.

12. Facilitator’s Guide http://www.learningforward.org/docs/pdf/facilitatorguide.pdf?sfvrsn=2

13. Video http://youtu.be/skD2hr-Z4VM

14. Organization of the Standards 3 areas of focus: • Learning Communities, Leadership, and Resources—define essential conditions for PL • Data, Learning Designs, and Implementation—describe the attributes of educator learning that define quality and effectiveness of PL • Outcomes—identifies the essential content of PL

15. Seven Standards for Professional Learning • Professional learningthat increases educator effectiveness and results for all students • Learning Communities • Leadership • Resources • Data • Learning Designs • Implementation • Outcomes

16. http://www.learningforward.org/docs/pdf/facilitatorguide.pdf?sfvrsn=2

17. Standards for Professional Learning Professional learning that increases educator effectiveness and results for all students occurs through Learning Communities committed to continuous improvement, collective responsibility, and goal alignment.

18. Connecting Questions for Learning Communities • How do learning communities select learning designs that contribute to building collective responsibility while maintaining accountability and alignment? • Which learning designs support continuous improvement?

19. Standards for Professional Learning Professional learning that increases educator effectiveness and results for all students occurs through Leadership—skillful leaders who develop capacity, advocate, and create support systems for professional learning.

20. Connecting Questions for Leadership • How do leaders contribute to decisions about learning designs? • What are leaders expected to know about learning designs? • What types of support systems and structures are needed for the more frequently used learning designs?

21. Standards for Professional Learning Professional learning that increases educator effectiveness and results for all students occurs through Resources—prioritizing, monitoring, and coordinating resources for educator learning.

22. Connecting Questions for Resources • Which learning designs require more resources? Fewer resources? • How can technology enhance learning designs to extend learning and results? • What resources exist within a school to support various learning designs?

23. Standards for Professional Learning Professional learning that increases educator effectiveness and results for all students occurs through Data—uses a variety of sources and types of students, educator, and system data to plan, assess, and evaluate professional learning.

24. Connecting Questions for Data • How can data about educators, students, and systems contribute to the selection of learning designs? • What other data are helpful in selecting learning designs? • What data are useful to assess the effectiveness of selected learning designs?

25. Standards for Professional Learning Professional learning that increases educator effectiveness and results for all students occurs through Learning Designs—integrates theories, research, and models of human learning to achieve its intended outcomes.

26. Connecting Questions for Learning Designs • What factors are important to consider when selecting learning designs? • Which learning designs contribute to active engagement of learners? • What theories and principles about learning guide the selection of learning designs?

27. Standards for Professional Learning Professional learning that increases educator effectiveness and results for all students occurs through Implementation—applies research on change and sustains support for implementation of professional learning for long-term change.

28. Connecting Questions for Implementation • What learning designs advance implementation? • How can selected learning designs be enhanced to integrate frequent constructive feedback? • Which learning designs are more appropriate for various stages of implementation?

29. Standards for Professional Learning Professional learning that increases educator effectiveness and results for all students occurs through Outcomes—aligns its outcomes with educator performance and student and student curriculum standards.

30. Connecting Questions for Outcomes • How do designers of professional learning use performance standards and student learning outcomes as they design learning? • How can designers link past learning with current and future learning through their choice of learning designs?

31. Administrator/ Program Support Improved Teacher Knowledge, Skills, Dispositions affects nature & degree of change will produce Well-Designed Professional Learning Improved Teacher Instructional Practice Improved Student Learning resulting in leading to Teacher Implementation and Reflection will support affects nature & degree of change Instructional Materials Quality Synthesis

32. Evaluating Professional Learning Tool http://www.education.ky.gov/KDE/Instructional+Resources/Literacy/Professional+Learning +Plan.htm

33. Professional Learning Tool A High-Impact Professional Learning Plan The High-Impact Professional Learning Plan includes internal feedback tools for schools to use throughout the professional learning (PL) process to monitor the effectiveness of the PL experience and make necessary adjustments. http://www.education.ky.gov/KDE/Instructional+Resources/Literacy/Professional+Learning +Plan.htm

34. Professional Learning Tool Contents Building a High-Impact Professional Learning Plan –a document designed to guide schools through the process of developing a professional learning plan that will enhance instruction Appendix A – A Guide for Evaluating the Impact of Professional Learning –a resource for instructional leaders designed as a process guide (to be used in conjunction with the three feedback tools) • Tool # 1 – Professional Learning Reflections –a reflection resource instructional leaders can use to capture educators’ initial reactions to a PL experience • Tool # 2 – Follow-up Reflections –a reflection resource for instructional leaders to use as one means for gathering formative feedback, monitoring the early impact of a PL experience and supporting educators during the process • Tool # 3 – Professional Learning Outcome Reflections – a reflection resource to help instructional leaders determine the long-term impact of a PL experience and capture evidence to inform continued impact

35. Professional Learning Tool Building a High--Impact Literacy Professional Learning Plan 1. What specific, focused knowledge or skills do educators in the school need to help them provide explicit literacy instruction in all content areas? Example for MS/HS--Five practices that are heavily supported by research*: • explicit vocabulary instruction • direct and explicit comprehension strategy instruction • extended discussion of text meaning and interpretation • Increased student motivation and engagement in literacy learning • intensive and individualized interventions for struggling readers *Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). (NCEE #2008-4027). U.S. Department of Education. http://ies.ed.gov/ncee/wwc

36. Professional Learning Tool

37. Managing Changes in Practice

38. Moving Standards into Practice

39. PD or PL • A mandatory, district-wide opening day session with a national speaker on the topic of student engagement • Attending the annual national Learning Forward conference • Meeting weekly with your content area team at your school to address a common problem of practice on “higher level questioning” that was uncovered from an analysis of common assessments • A PLC that meets for the purpose of watching a series of PD 360 videos on higher level questioning

40. 3-2-1 Reflection • Share 3 big ideas that you learned about the standards. • Share 2 points to ponder about how to apply this information to your setting. • Share 1 point you don’t want to forget from today’s session.

41. Exit Slip

42. Professional Development-Professional Learning:WHAT’S the DIFFERENCE?