Standards of Quality Professional Development

1. Professional Developer’s Program Standards of Quality Professional Development SLA 2010 Day 1 AM Session

3. Objectives • Describe three strands of the National Staff Development Council’s Standards. • Identify three levels and four strands of Florida’s Professional Development System Standards. • Discuss how NSDC Standards and State standards apply to your work.

4. Agenda • Icebreaker • Overview, Objectives, Pre-test results  • NSDC Standards • Florida State Standards  • Professional Pathways Policy • Learning Reflection

5. Describe three strands of the National Staff Development Council’s Standards.

6. Professional Development Professional development is the responsibility of each school district and must meet Statutory Requirements (Florida Statute 1012.98): The purpose of a “professional development system is to increase student achievement, enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum, and prepare students for continuing education and the workforce. The system of professional development must align to the standards adopted by the state and support the framework for standards adopted by the National Staff Development Council.”

7. Guiding Questions Used by the National Staff Development Council (NSDC) to Develop National PD Standards: • What are all students expected to know and be able to do? • What must teachers know and do in order to ensure student success? • Where must staff development focus to meet both goals?

8. NSDC Standards Describe the National Staff Development Council’s three strands: • Context • Process • Content www.nsdc.org

9. NSDC Standards As an administrator, how could these standards be applied at your school to move your teachers so that their professional practice increases student achievement?

10. Identify three levels and four strands of Florida’s Professional Development Evaluation Protocol.

11. History • 1997 Evaluation Study (Bruce Joyce) • State Legislative changes incorporating • NSDC Standards • NCLB • 2001-2002 Protocol Development • 2002-2003, First Review Cycle • Fall 2006, Second Review Cycle • Fall 2010, Third Review Cycle with Updates • March 2010, Revisions to Florida Statute 1012.98 & Protocol

12. Joyce’s 1997 Study findings • 6,000 offerings were provided on a random staff development day • Lack of Coordinated system • Local initiatives did not reflect national and state initiatives • Teacher participation is voluntary and varies • Most at awareness level • Little or no evaluation of impact or worth

13. Joyce’s Study Recommendations Create a collaborative system • Narrow scope of PD offerings • Provide content area training for teachers • Increase use of technologies

14. What did we learn from 1997-2006 about Teacher PD Programs in Florida? • District’s vary in Teacher PD Systems, Use of IPDPs (PGPs), PD Evaluation (Rural especially) • PD Systems, district level coordination, and ensuring classroom transfer of PD (follow-up activities) have improved under the protocol system • Limited work time for job-embedded PD • Protocol standards need an increased emphasis on new instructional strategies, to differentiate among grade levels • Districts shared ideas to improve the PD System

15. What are the Benefits of having a State Protocol?

16. Correlation between PD and Student Achievement Districts that receive good or excellent ratings of the district professional development standards also tend to have demonstrated greater increases in student achievement. • Significance level: .01 • First Cycle: Moderate Correlation: .31 • Second Cycle: Moderate Correlation: .33

17. The Protocol Design: • 65 Standards • 3 Levels • 1.0 Educator Level • 2.0 School Level • 3.0 District Level • 4 Strands for each level • Planning • Learning • Implementing • Evaluating

18. The Protocol Site Visit Process • Documents submitted for review • Teams of reviewers apply Protocol to form judgments on each standard • Interviews with teachers, principals, District staff and documents • Sampling of schools (10% - 20%) • All D and F schools - charter schools included • 5 Teachers per school • Principal and Assistant Principal • Leadership/PD Team • District level report

19. School Level Checklist: Documents, Questions, Probes

20. Judgment Scale of Standard Implementation • 4=Excellent - Pervasive evidence • 3=Good - Considerable evidence • 2=Marginal - Inconsistent evidence • 1=Unacceptable - Little or no evidence • System depends on professional judgment and preponderance of evidence

21. Activity:You be the Reviewer

22. Use the School Level Checklist • Consider the docs, questions & probes • 3. Look at your school PD (course types) • 4. Take notes • 5. Rate your school using the Guide to Judgments

23. Reviewer Debrief • What do you see at the various strands? • What does it mean for your school? • How can you use that information?

24. Compare 2003-2006 Data • What do you see at the various strands? • District • School • Faculty (now Educator) • Were there major differences in your judgments and those by the reviewers? • Are there any gaps?

25. Discuss how NSDC Standards and State standards apply to your work.

26. Pull up Professional Pathways Policy on your computer: www.browardschools.com > school board > online school board policies > professional pathways or 4214

27. Professional Pathways Scavenger Hunt

28. 6 Hats Reflection White Hat: Information - What are the facts? Red Hat: Feelings – What do I feel about this? Green Hat: Creativity – What new ideas are possible? Black Hat: Judgment – What is wrong with this? Yellow Hat: Benefits – What are the good points? Blue Hat: Thinking – What thinking is needed?

29. The School Board of Broward County, Florida Jennifer L. Gottlieb, Chair Benjamin J. Williams, Vice Chair Robin Bartleman Maureen S. Dinnen Phyllis C. Hope Stephanie Arma Kraft, Esq. Ann Murray Robert D. Parks, Ed.D. Kevin P. Tynan, Esq. James F. Notter Superintendent of Schools The School Board of Broward County, Florida, prohibits any policy or procedure which results in discrimination on the basis of age, color, disability, gender, national origin, marital status, race, religion or sexual orientation. Individuals who wish to file discrimination and/or harassment complaint may call the Executive Director, Benefits & EEO Compliance at (754) 321-2150 or Teletype Machine TTY (754) 321-2158. Individuals with disabilities requesting accommodations under the Americans with Disabilities Act (ADA) may call Equal Educational Opportunities (EEO) at 754-321-2150 or Teletype Machine TTY 754-321-2158. www.browardschools.com