Professional Development: Gauging Impact on Teacher Practice and Student Learning

1. Professional Development:Gauging Impact on Teacher Practice and Student Learning

2. Change Self-Assessment Describe your feelings about your role as a leader of professional learning related to implementation of the Common Core and Essential Standards and 21st century classrooms. Write in complete sentences and focus on your feelings (confident, anxious, etc.), whether they are positive, neutral, or negative. What you write will be private. I feel…

3. Link to Student Results 3

4. Means vs. End Goals

5. 3 Types of Evaluation • Planning – before program design to provide information on conditions or needs to address • Formative– during implementation to provide information on whether the program is working as designed • Summative – after completion to provide information on outcomes or overall impact

6. ? Input Output Black Box Evaluations A simplistic approach to professional learning evaluation that fail to amplify the underlying theory and operation of the professional learning program. Glass Box Evaluations Results Actions A comprehensive approach to professional learning evaluation that illuminates how professional learning program components interact to produce results.

7. Types of ChangeWhat is changing on this journey? • Knowledge • Attitude • Skill • Aspiration • Behavior

8. KASAB: The sites along the way

10. Professional development core features: • Content focus • Active learning • Coherence • Duration • Collective participation Increased teacher knowledge and skills; changes in attitude and beliefs Change in instruction Change in student learning Core Conceptual Framework for Studying the Effects of Professional Development on Teachers and Students Desimone, L. (2009)

11. Professional Learning Opportunities Teacher interpretation and utilization of available understandings and skills • Teacher outcomes: • Change in practice • No change in practice • Student outcomes: • Positive changes • No changes • Negative changes Students’ interpretation and utilization of available understandings and skills Student Learning Opportunities Timperley, H. & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32, pp. 328-369.

13. Eight Smooth Steps to PD Evaluation Read article. Highlight one phrase/big idea that you find most important for your work. After reading: Form groups of 12-15. Round- Robin- Read the big idea you chose, one person at a time

14. 8 Smooth Evaluation Steps • Reporting • 7. Disseminate and Use Findings • Evaluate the Evaluation • Planning • Assess Evaluability • Formulate Evaluation Questions • Construct Evaluation Framework • Conducting • 4. Collect Data • 5. Organize, Analyze, & Display Data • Interpret Data

15. Change and ImplementationSelf-Assessment for Teams • Use the self-assessment to determine the level of implementation in your system. • Note the evidence that informs your score. • Identify your area of strength and area for improvement. • Share results and evidences in your team. • Find someone from another team to discuss strategies for each component.

16. Strengths • Determine which area is your strongest. • Meet with colleagues who share that same area as a strength. • Share the evidence of your strength, i.e., what is it you are doing in relationship to this area? • Record strategies you receive.

17. Areas for Improvement • Determine which area is your greatest area for improvement. • Meet with colleagues who share that same area for improvement. • Identify what happens when this area is a gap. • Use strengths collected from others to identify possible strategies you might consider to address this gap.

18. Results: for individuals, schools, communities…

19. What does this mean for your work? How do you know that professional development is impacting teacher practice? What is the plan for ongoing professional learning from now to the end of the year? What is one strategy you will take away to develop an area for improvement? Group Reflection

20. Achieving Outcomes • Each type of outcome requires a different way of learning. • Learning about something doesn’t automatically translate into knowing how to use the knowledge. • It is possible to know about something, believe in its value, know how to use it, and not have the desire to use it, and consequently choose not to use it.

21. www.learningforward.org Student to Teacher Learning Goals Based on the identified student learning goal, what do teachers need to know (K), believe (Att), know how to do (S), want to do (Asp), and do (B) to achieve that goal? Improve student performance in problem solving   Increase teachers‘understanding of multiple problem solving methodologies and instructional strategies of teaching multiple problem solving

23. Differentiated opportunity forHigh Flying Districts “For evaluations that focus on student outcomes to gauge the long-term impact of professional development, be sure that the assessment tools including locally developed tests and assignments or prompts used to generate student work samples, explicitly align with the knowledge and skills teachers are expected to demonstrate as a result of participating in professional development”. Teacher Professional Development Guide National Staff Development Council (now Learning Forward)

24. For High Flyer Districts: Differentiated opportunity!!! • Read pages 33-43 of the NSDC Professional Development Evaluation Guide • How can you move toward this level of evaluation? (This is where stars are born!)