Systemic Job-embedded Professional Development

1. Systemic Job-embedded Professional Development Putting Theory into Practice

2. District Perspective Building Perspective • Content Perspective • Training Perspective

3. DISTRICT PERSPECTIVE

4. Essential Questions • How do you know what kind of professional development is needed? • What does it mean to have job-embedded professional development? • Why is job-embedded professional development important? • How can this work? • What role does building level leadership play? • What considerations should be made when implementing a job-embedded model?

5. District Free & Reduced

6. Who we are, change over time: District Ethnicity District ELL Growth

7. BUILDING PERSPECTIVE

8. Why Change the Way We Do Professional Development? Looking at our rapidly changing demographics, we knew that we must change. Some schools were changing more rapidly than others, but all were changing. We began to search for new ways to meet the needs of our students.

9. Research Our research led us to believe that increased student-to-student interaction and increased use of academic language would benefit all of our learners. We needed classroom strategies that our teachers could use to achieve that goal.

10. Choices Our search led us to an updated model of the Gradual Release of Responsibility. The update includes a collaborative phase in which students work together to learn new concepts. The entire model involves student-to-student interaction as the responsibility for learning is gradually released from the teacher to student.

11. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative Learning “You do it together” “You do it alone” Independent Learning STUDENT RESPONSIBILITY Gradual Release of Responsibility Instructional Model

12. Resources for Professional Development

13. Defining Job-embedded Professional Development • Job-embedded professional development provides learning opportunities through individual or collaborative activity and is conducted during the school day. The emphasis in job-embedded options is on teacher inquiry, discussion, planning, reflection, decision making, and use of data. • Douglas Fleming 13

14. A Second Definition • Job-embedded professional development is learning that occurs as educators engage in their daily work activities. It can be both formal and informal and includes but is not limited to: discussion with others, peer coaching, mentoring, study groups and action research. • Holly Galloway

15. Long-term, sustained 60 hours • Follow-up • Classroom coaching • Based on student learning • needs • 5. Curriculum, instruction, • content knowledge, assessment • Plan for support of • implementation • Collegial support and learning • Aligned with school’s curriculum, • textbooks, assessments • Active learning • Collective participation Improved Student Achievement High-Quality Professional Development

16. High quality professional development begins with a focus on student needs and student learning. It is results-based It is job-embedded It connects educator learning to student learning It ties individual learning to team learning 16

17. Professional DevelopmentOutcomes in Terms ofEstimated Percent of Participants Professional Development Elements Knowledge Level Skill Level Transfer to Practice Theory 10% 5% 0% + Demonstrations 30% 20% 0% + Practice 60% 60% 5% 95% + Collegial Meetings and/or Coaching 95% 95% Joyce and Showers Research

18. High quality professional learning is school improvement. School improvement is high quality professional learning.

19. The Seven-Step Process for Planning Results-Based Professional Development—Pathway to Increasing Student Achievement

20. Why is Job-embedded Professional Development Important? • Complaints of the disconnect between professional development and work in the classroom • Best suited to adult learners • Transfer of learning is greatly increased • Research shows a greater impact on student achievement

21. Considerations When Implementing Job-embedded Models • All principals must be knowledgeable and involved • Instructional Facilitators create a leadership team that distributes and reinforces the learning on-site at the building level • Communication and trust are critical • This is not linked to teacher evaluation in any way • The purpose is transparent and understood by all • The time was made available for Peer Study Teams (PSTs) to meet beyond the 200 minutes of required weekly plan time, but still within the school day.

22. Important Attributes of Job-embedded Professional Development • Reflection • Collaboration • Immediate application to the classroom • Immediate feedback from peers • Tightly coupled to the real work of the classroom • Takes theory and puts into context of practice

23. A Working Model in Springdale • Training with administrators • Training of trainers • Trainers deliver curriculum to all teachers • Peer Study Teams (PSTs) • Case Studies • Evaluation

24. Site-based and Centralized Professional Development • Centralized professional development • District determines needs for • professional development • District offers broad-based • professional development for all • teachers • Establishes common language • across the District • Site-based professional development • Principal determines needs for • professional development • Each school tailors professional • development to the needs of that • school • Establishes common language • across the school • Combination of site-based and centralized professional development • The school and the District provide professional development based • on needs of students and teachers • Establishes common language at schools and across the District 24

25. Building Level Benefits to Job-Embedded Professional Development Pre-K through 12th Grade we have: • Common language • Common strategies (i.e. Think-Pair-Share) • Common approaches • Common systems of delivery • Teachers • Students AND • Increased collaboration!

26. As building leaders, it is critical that we: • Show we value the professional development • We participate in the training • We support our trainers, our “agents of change” • We monitor progress, as well as share success: • Individual students • Individual teachers • Grade levels • Trainers

27. Distributed Leadership • Facilitators • Content experts in reading, math, or ESL • Attend all trainings • Facilitate all Peer Study Team (PST) Sessions • Become a resource to members of the team • Use peer coaching skills and strategies • Teachers • Skills in specific strategies (“positive deviance” by Joan Richardson)

28. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative Learning “You do it together” “You do it alone” Independent Learning STUDENT RESPONSIBILITY Gradual Release of Responsibility Instructional Model

29. TRAINER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative Learning “You do it together” “You do it alone” Independent Learning TEACHER RESPONSIBILITY Gradual Release of Responsibility Instructional Model for Professional Development

30. TRAINING PERSPECTIVE

31. Who is a trainer? • A trainer is a qualified individual who has content expertise. • Curriculum Specialists- reading, math, science, social studies etc. • Administrators • District Leaders – ESL, SPED etc. GRR Model

32. Why these trainers? “The purpose of staff development is not just to implement instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long term capacity for change.” Michael Fullan

34. This is what we do… Get everyone heading in the right direction in order to accomplish something great.

35. Teacher Grouping Teacher from different school are trained together with priority given to content and grade level. ESL and SPED teachers are trained at the site most applicable for them. Teachers work in collaborative groups with strategies being used for training. The district’s expectations are shared with a review of where we’ve been and an emphasis on where we are going.

36. Training Process • All district trainers receive the same information for a common system of delivery- • Step-by-step instructions with activities •  Common language •  Common strategies •  Common approaches • Delivered to teachers in the same format that is expected in the classroom. • Team collaboration on ideas and the implication process. • Reflection time Trainers use the district’s presented information and makes it applicable for their specific group and content.

37. Reading in Four Voices EXAMPLE In groups of 4: • Each member selects one of the 4 text styles. • Read the selection aloud in your group, reading the phrases written in the text style you selected.

38. EXAMPLE Con’t Hello, math detectives. I've heard troubling reports from many neighboring towns today. It seems that Rex Tangle and his band of fantastic Geometricksters are playing pranks in every city they visit. When they show up in a town, shapes suddenly become switched!It started in Lost Angles, where there were reports that the rectangular office buildings had been changed into Egyptian pyramids!The next report came from Linefield, a town 3 miles north of Lost Angles. Town officials reported that Rex Tangle had loused up their library. He switched all the square books with round dinner plates!It wasn't long before we heard from Pyramid Falls, a town east of Linefield. Citizens there claimed that the sinister tricksters changed all the pizza slices into playing cards!Rex was last spotted heading south from Pyramid Falls.There is no telling what Rex Tangle and his band of Geometricksters will do next. But there is a way to catch Rex Tangle. You see, Rex can only travel in a path that forms an exact rectangle. Each corner of the rectangle is a town he visits. Plus, Rex Tangle can only travel 14 miles a day before he loses his shape-changing power.After he's traveled 15 miles, Rex couldn't change a square box into a round ball! Solve the Mystery Detectives, help me solve this caper by drawing a rectangle that shows the towns that Rex Tangle worked his shape-changing magic. You know that one length of Rex’s journey was 3 miles. You also know that the length of his total journey will be 14 miles.Now use what you know about rectangles to discover which town Rex is planning to visit. Scholastic http://teacher.scholastic.com/maven/shapes/index.htm

39. What Teachers Come Away With • District wide understanding and common language • Strategies for all students • Resources and materials for implementation • Relationships

40. CONTENTPERSPECTIVE

42. "In Celebration of the Complexities of the English Language" This has been on the web in several permutations, only once seen with attribution. So, here's a thanks we think is due to Kevin Daniels, PhD., Procept,Inc., Cambridge, MA.  Lets face it,  English is a stupid language.  There is no egg in the eggplant, No ham in the hamburger,  And neither pine nor apple in the pineapple.  English muffins were not invented in England;  French fries were not invented in France.  Sweetmeats are candies, while sweetbreads,  Which aren't sweet, are meat.  We sometimes take English for granted,  But if we examine its paradoxes we find that  Quicksand takes you down slowly,  Boxing rings are square,  And a guinea pig is neither from Guinea nor is it a pig.  If writers write, how come fingers don't fing?  Grocers don't groce and hammers don't ham.  If the plural of tooth is teeth,  Shouldn't the plural of phone booth be phone beeth?  One goose, two geese.  So one moose, two meese?  One index, two indices.  Doesn't it seem crazy that you can make amends,  But not one amend?

43.  That you comb through the annals of history,  But not a single annal?  If you have a bunch of odds and ends  And get rid of all but one of them,  What do you call it?  If the teacher taught,  Why didn't the preacher praught?  If you wrote a letter,  Perhaps you bote your tongue.  If a vegetarian eats vegetables,  What the heck does a humanitarian eat!?  Why do people recite at a play,  Yet play at a recital?  Park on driveways and Drive on parkways?  How can the weather be as hot as hell on one day  And as cold as hell on another?  Why do noses run and feet smell?  How can a slim chance and a fat chance be the same,  While a wise man and a wise guy are opposites?  How can overlook and oversee be opposites,  While quite a lot and quite a few are alike?  Have you  noticed that we talk about  Certain things only when they are absent?  Have you ever seen a horseful carriage  Or a strapful gown?

44.  Have you met a sung hero  Or experienced requited love?  Have you every run into someone who was  Combobulated, gruntled, ruly, or peccable?  And where are all those people  Who ARE spring chickens  Or who would ACTUALLY hurt a fly?  You have to marvel at the unique lunacy  Of a language where a house can burn up as  It burns down,  And in which you fill in a form  By filling it out  And a bell is only heard once it goes!  Sometimes I think all the English speakers  Should be committed to an  Asylum for the verbally insane.  English was invented by people, not computers,  And it reflects the creativity of the human race;  Which of course isn't a race at all.  That is why  When the stars are out they are visible,  But when the lights are out they are invisible.  And why it is that when I wind up my watch  It starts,  But when I wind up this poem It ends.

49. GRR in Action

50. The Key Element of Peer Study Teams: Transfer • History of professional development indicates that there has been limited impact in the classroom based on the traditional model of professional development • Best practices learned must be transferred to the classroom with fidelity in order to have an impact