Iowa Professional Development Seminar I

1. Iowa Professional Development Seminar I Pam Johnson Margaret Van Fossen MBAEA – February 24, 2004

2. WELCOME • Taking care of business • Please set cell phones so they don’t ring. • Participate/share with others. • Use the Parking Lot to record questions you would like to have answered. • Credit: www.aea9.k12.ia.us • Cedar Room • Evaluation forms

3. Technical Assistance Seminar Ag e n d a 8:30 a.m. Coffee: Organize seating for teams 9:00 a.m. Welcome The Big Picture Introduction to the Iowa Professional Development Model District Data Analysis BREAK Team Processing Time Item Analysis LUNCH Goal Setting: District and School Response to the Data Attention to Operating Principles: Collecting/Analyzing Student Data Content Area Networks and Selecting Providers BREAK Trajectories, Confidence Bands, Safe Harbor Goal Statements Team Processing Time Operating Principles for Goal Setting and Student Learning Summary of the Day and Feedback on Session I 3:30 Adjourn

4. Seminar Objectives Participants will 1. Recognize the capacity of well designed and fully implemented professional development to accelerate student achievement gains; 2. Be able to describe the intent of the Teacher Quality Program and the purposes of the Iowa Professional Development Model;

5. Seminar Objectives 3. Know the requirements of the Teacher Quality Program and rules related to professional development including district career development plans and individual teacher plans; 4. Be able to teach others about the components of the Iowa Professional Development Model; 5. Be able to design, implement, and evaluate professional development in their own districts.

6. GOALS FOR TODAY Practice with data Overview of IPDM Big Picture

7. THAT’S ME!!!! • You are a classroom teacher • You are a principal • You are a facilitator or curriculum coordinator • Your job wasn’t mentioned • You are a morning person • You traveled outside the country within the last year • You have worked with a team to analyze data • You know what CSIP stands for

8. You have limited knowledge about the Iowa Professional Development Model (IPDM) • You are planning a spring vacation to a sunny, warm place • You have helped plan staff development for your district/building • You have a pet that is not a dog, cat, or bird • You are ready for a great day of learning!

9. The Big Picture Dr. Kristine Wolzen General Education Division Director

10. The Iowa Professional Development Model Working documents Additional materials Notebooks

11. The Iowa Professional Development Model (IPDM) • Focuses on • improving student learning and • engaging all educators in collective PD • Guidance for local districts • district career development plan • individual teacher career development plans

12. IPDM – What is the purpose of this type of professional development? • To provide a structure for PD that is • focused • collaborative • directly supports the Comprehensive School Improvement Process (CSIP) goals

13. What influenced the formation of the IPDM? • The model was established in response to state and federal legislation, current trends in education, and research. • Overwhelming evidence that well designed staff development, fully integrated with effective school improvement practices, can increase student learning. • Iowa Student Achievement and Teacher Quality Program (SF476, 2001)

14. What influenced the formation of the IPDM? • Federal legislation – No Child Left Behind (2002) • State and National Standards for Staff Development (National Staff Development Council and the Iowa Teacher Quality Program)

15. Who developed the model? • Collaborative effort of • Department of Education • Iowa Teacher Quality Professional Development Stakeholder Group • Dr. Beverly Showers.

16. Stakeholder Representation • Local Districts • Teachers • All AEAs • Higher education • Department of Education • Professional associations • SAI, IASB, ISEA, ISDC • Board of Educational Examiners • Private providers

17. Key Elements of the Model • Focus on curriculum and instruction • Study of implementation • All site personnel • Specific student learning goals • Intensive professional development • Collaboration • Ongoing follow-up, support, & technical assistance • Formative and summative evaluation

18. What are the requirements for school districts? • District Career Development Plan as part of the Comprehensive School Improvement Plan (CSIP) in September 2004 • Individual Teacher Career Development Plan for each career teacher in the district (July 2005).

19. What are the Iowa Professional Development Standards? • Align with the Iowa Teaching Standards • Focus on research-based instructional strategies aligned with • school district’s student achievement needs • long-range and annual improvement goals established by the district

20. What are the Iowa Professional Development Standards? • Target instructional improvement • Designed with the following components: • Student achievement data and analysis • Theory • Classroom demonstration and practice • Observation and reflection • Teacher collaboration • Integration of instructional technology, if applicable

21. What are the Iowa Professional Development Standards? 5. Includes an evaluation component • documents the improvement in • instructional practice and • effect on student learning. 6. Supports career development needs of individual teachers

22. IPDM Activity • Please find the “blue” IPDM graphic in the center of the table. • Turn your notebooks face down.

23. Iowa Professional Development Model Student Learning at the Center of School Improvement/Staff Development Operating Principles

24. Focus on Curriculum, Instruction, & Assessment • Curriculum - • standards and grade level expectations and benchmarks • Instruction - • scientifically research based practices • Assessment • aligned with standards

25. ParticipativeDecision Making • Group engagement • Efficient and effective • Structures for planning and deciding Responsibility of all to support and implement decisions

26. Simultaneity • Content - what is studied in staff development • research based instructional practices in reading, math, science, etc. • Context - leadership, resources, development of a learning community • Process - data-based decision making, collaboration, program evaluation

27. Leadership • Distributed throughout the organization • Leadership roles for • Teachers • Principals • District administrative staff • All instructional personnel • School board • AEAs/Providers • Support for sustained change

28. Collecting/Analyzing Student Data

29. Collecting/Analyzing Student Data • Key is a focus onstudents • Data points and sources • indicate the status of skill development • student knowledge and skills in area of concern • explore the hypothesis to explain that status

30. Collecting/Analyzing Student Data Goal Setting and Student Learning

31. Goal Setting and Student Learning • Specific goals provide a focus for improvement efforts. • Building and district priorities for professional development - aligned but may not be identical • When student data reveal multiple needs - focus on only one or two priorities.

32. Collecting/Analyzing Student Data Goal Setting and Student Learning Selecting Content and Providers

33. Selecting Content and Providers Content • Analyzing data will narrow choices for selecting content • Content Networks • assessing quality of studies of instructional strategies • beware of extreme claims

34. Selecting Content and Providers Providers • Select the provider who supports the professional development process and goal attainment throughout the cycle • Currently the DE is establishing an approval process for providers

35. Collecting/Analyzing Student Data Goal Setting and Student Learning Selecting Content and Providers Designing Process for Professional Development

36. Designing Process for Professional Development • How are data collected, analyzed, and used throughout the model? • How is collaboration planned for and supported in the workplace setting? • How are learning opportunities designed to enable teachers to use new learning in the classroom, plan lessons together, and practice new strategies?

37. Designing Process for Professional Development • Design provides for: • Theory • Demonstration • Practice • Collaboration • Adjusting training in response to data

38. Collecting/Analyzing Student Data Goal Setting and Student Learning Selecting Content and Providers Designing Process for Professional Development Training/Learning Opportunities

39. Training/Learning Opportunities • Set specific time for participants to come together and learn • Intersperse training with classroom practice • Training, implementation, and ongoing data collection are repeated as often as needed in the ongoing cycle

40. Collecting/Analyzing Student Data Goal Setting and Student Learning Selecting Content and Providers Designing Process for Professional Development Collaboration/ Implementation Training/Learning Opportunities

41. Collaboration/Implementation Two consistent findings in research: • Much of the content of training is never implemented in classrooms • Successful implementation of professional development uses the power of collaborative work of teachers to solve problems and change practice

42. Collaboration/ Implementation Implementation plan provides structure for teacher collaboration • rehearsing lessons • planning lesson together • observing each other • studying data • solving problems related to using new strategy

43. Collaboration/ Implementation • Monitor implementation: • What are students experiencing? • Are students showing learning gains? • Should we increase/decrease our use of certain strategies? • Data help trainers to make decisions about how to adjust the training and the supports provided to teachers

44. Collecting/Analyzing Student Data Goal Setting and Student Learning Ongoing Data Collection (Formative Evaluation) Selecting Content and Providers Designing Process for Professional Development Collaboration/ Implementation Training/Learning Opportunities

45. Ongoing Data Collection(Formative Evaluation) • Ongoing, frequent measures of targeted outcomes are used to guide training and implementation decisions • Select tools for collecting information about student learning and teacher application • Determine a workable schedule for collecting data

46. Collecting/Analyzing Student Data Program Evaluation (Summative) Goal Setting and Student Learning Ongoing Data Collection (Formative Evaluation) Selecting Content and Providers Designing Process for Professional Development Collaboration/ Implementation Training/Learning Opportunities

47. Program Evaluation(Summative Evaluation) • Summative evaluation occurs at greater intervals than formative process (yearly) • Measures program effectiveness • Does this intervention work? • Used to plan future actions

48. What can the IPDM do for students? • Full implementation of the model has the capacity to: • increase learning and achievement for everyone • focus on specific needs of subgroups of students

49. What can the IPDM do for a faculty? • Acknowledges that outstanding teachers are a key component to student success • Seeks to provide teachers the supports needed to accomplish the goals of increased student learning • Creates a collaborative learning community for all instructional staff, including administrators • Fosters leadership throughout the organization

50. What can the IPDM do for schools and districts? • Galvanize building and district staff to make instructional decisions based upon data • Help solve problems faced by teachers and administrators • Provide a process and structure to help the district meet the goals established in the CSIP through staff development