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Linking Teacher Professional Development to Student Outcomes

Linking Teacher Professional Development to Student Outcomes. Natalie Assell and Paige McNulty Illinois Council for Exceptional Children Fall, 2013. Today’s Objectives. Participants will recognize best practice research in staff development as it relates to effects on student achievement.

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Linking Teacher Professional Development to Student Outcomes

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  1. Linking Teacher Professional Development to Student Outcomes Natalie Assell and Paige McNulty Illinois Council for Exceptional Children Fall, 2013

  2. Today’s Objectives • Participants will recognize best practice research in staff development as it relates to effects on student achievement. • Participants will explore methods for provision of staff development aligning with best practices that focus. • Participants will explore methods of assessing the impact professional learning has on student achievement and outcomes for kids.

  3. No Child Left Behind Sets five criteria for professional development to be considered high quality [Yoon et al., 2007, pp. 1]

  4. How does professional development link to student outcomes? 1. Professional development enhances knowledge & skills 2. Better knowledge & skills improve classroom teaching 3. Improved teaching raises student achievement [Yoon et al., 2007, pp. 4]

  5. 1. Enhancing teacher knowledge & skills Professional development must be of high quality in its theory of action, planning, design, and implementation [Yoon et al., 2007, pp. 4]

  6. 2. Improving classroom teaching Teachers must have the motivation, belief, and skills to apply the professional development to classroom teaching [Yoon et al., 2007, pp. 4]

  7. 3. Raising student achievement [Yoon et al., 2007, pp. 4]

  8. Summary of findingsYoon et al., 2007 TIME spent in professional development training was related to student achievement “Critical time” of 14 hours [Yoon et al., 2007]

  9. Executive Summary

  10. So how have we used research to guide our provision and philosophy of staff learning?

  11. Guiding our practices...

  12. In practice... • Every February, staff and parents are surveyed regarding areas they wish to receive additional learning through a confidential assessment of needs aligned with the Board Goals of our five member districts. • Focus groups are also held with stakeholders to further assess interest and needs. • Drafts of PD plans are brought to various stakeholder groups beginning in Late February for feedback.

  13. Workshop trainings are focused on team based, strands involving 18 hours of focused professional learning and 3+ hours of on-site technical follow up to teams annually. • Between trainings, application “assignments” along with guiding reflective questions are given. These provide the focus for technical follow up.

  14. Professional job alike networks provide an arena outside of building based teams to facilitate learning related to training strands.

  15. So What does that look like?

  16. How are we measuring outcomes?

  17. Measuring Student Outcomes • We know that all of these factors improve teacher knowledge, enhance teacher skills, lead to changes in teaching and instructional practices, but does it improve student outcomes?

  18. Potential Indicators of Student Outcomes

  19. Other Examples

  20. Changes in Student Placement

  21. Measuring efficacy • Exit surveys • Pre-post training self-report • Goal setting, reflection on necessary resources, action step, and timeline development. • Coaching follow up survey (data on next two slides)

  22. Perceived Knowledge and Skill

  23. Perceived Changes in Behavior

  24. Lessons learned • This type of training model is a paradigm shift for some = change = resistance! • Training needs to target both certified and non-certified staff. • Sometimes administrator identified needs are different than those staff would request • Funding, loss of student contact time • Administrative participation in training is important.

  25. References • Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What Makes Professional Development Effective? Results From a National Sample of Teachers. American Educational Research Journal, 38(3), 915-945. • Hunzicker, J. (2010). Characteristics of effective professional development: A checklist. Unpublished manuscript, Bradley University, IL. • The Institute for the Advancement of Research in Education (2004). Review of the Research: Nine Components of Effective Professional Development. Unpublished manuscript. • Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10). Retrieved April 18, 2013, from http://epaa.asu.edu/epaa/v13n10/ • Yoon, K. S., Duncan, T., Lee, S., W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. [Issues & Answers Report, REL 2007-No. 033]. Washington, DC: U.S. Department of Education, Institute of Educational Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved April 18, 2013 from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf

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