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Seven Identified Best Practices. Job-Embedded Professional DevelopmentMeaningful Engaged Learning (MEL)Deep Curriculum AlignmentStrategic Instruction Model (SIM)Response to Intervention (RtI)Universal Design for Learning (UDL)Data Driven Decision Making. Job-Embedded Professional Development.
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1. Louisiana Department of Education Initiatives: Best Practices Spring 2006
2. Seven Identified Best Practices Job-Embedded Professional Development
Meaningful Engaged Learning (MEL)
Deep Curriculum Alignment
Strategic Instruction Model (SIM)
Response to Intervention (RtI)
Universal Design for Learning (UDL)
Data Driven Decision Making
3. Job-Embedded Professional Development
4. Job-Embedded Professional Development Learning that occurs as educators engage in their daily work activities.
Professional Development provides the infrastructure for building excellent schools when anchored to an overriding vision that permeates the district, and when it is focused on what is best for kids.
Data should first be examined in order to determine which staff development initiatives should be used to target a schools student achievement goals.
5. Staff Development Top Ten List High Quality Districts: Designate a protected line item budget for PD.
Use assessment of district needs for setting PD priorities.
Provide thematic PD activities targeted to the district purpose and offered over time
Provide predominately work-time, job-embedded staff development activities.
Involve administrators in planning and participating in PD activities; emphasize that PD assures excellence for the system.
6. Top Ten Continued
Base PD primarily on district constancy of purpose and secondarily on individual selection.
Establish expectations that PD is a job responsibility for every employee in the district.
Provide staff development driven by a shared focus building focus aligned with the district focus; format varies with purpose.
Provide PD driven by a shared district focus based on student learning processes.
Address fundamental issues of curriculum and instruction as part of an integrated district strategy for PD.
7. Effective Staff Development Values and promotes extensive teacher interaction;
Is facilitated by administrators who can manage and organize structures which are out of the domain of classroom teachers;
Has as two major goals to develop improved attitudes among teachers about themselves and their responsibilities, and to enhance student learning experiences in schools.
8. As Staff Developers
We must recognize that:
Teachers need support for personal renewal and growth, for that greatly enhances professional growth.
Teacher interaction is a powerful factor in both creating receptivity to an innovation, and in following through once a staff development session or workshop has been offered.
Teachers need time to interact with other professionals without sacrificing their commitment to learners.
9. Examples of Job-Embedded PD Study Groups- provides a forum for colleagues to pursue study of factors that influence classroom practice, student outcomes, and the school as an organization.
Reflective Journals- kept by educators who are thinking about their own teaching.
Professional Book Talks- allows educators to engage in professional dialogue about an area of teaching and learning.
Action Research- provides a means through which an individual can conduct research in his/her classroom by focusing on specific areas of interest.
10. More Examples of Job-Embedded PD Video/Audiotape Analysis- allows educators to view/listen to their performance, analyze it, and identify areas of strength as well as strategies that might be executed differently.
Coaching- this process usually involves a pre-conference, classroom observation and post-observation conference.
Peer Coaching- a confidential process through which teachers share their expertise and provide one another with feedback, support, and assistance for the purpose of refining present skills, learning new skills, and/or solving classroom related problems.
11. More Examples of Job-Embedded PD Electronic Networking- educators across school districts, states, and our country can use technology to offer professional development opportunities by electronically connecting with others.
Time- Ways to provide job-embedded PD
Borrowed Time: Each school day is lengthened by a few minutes so students are released from school so teachers can participate in PD.
Common Time: entire day is rescheduled so several teachers can have same planning period.
Freed-up Time: student teachers, parents, community members, volunteers, or administrators take on teacher tasks or classes.
Better-used Time: faculty meetings deal exclusively with planning, not announcements or administrative details.
New Time: teachers are compensated in new ways for using their own time.
Rescheduled Time: school calendar is changed to provide more teacher planning days.
12. More Examples of Job-Embedded PD Visitations- goal is to address a specific aspect of what a teacher/staff member has elected to focus upon as part of a PD plan.
Jigsaw Reading- this process includes labeling off as A,B,C,D within groups. Each group member reads a corresponding section and reports it back to the group.
Talk Walking- a physically active forum of small group interaction during which participants, utilize an unrestricted outdoor environment, engage in both physical and mental exercise to reflect, discuss professional issues, and problem solve.
Teacher Portfolio- teachers use classroom-based problems to lead them through a systematic reflection process.
13. Meaningful Engaged Learning (MEL)
14. Meaningful Engaged Learning (MEL) Current research supports the role of engaged learning as important to student achievement. Students learn when they are highly involved in meaningful tasks. Motivation is a quality that can be profoundly affected by the attitudes and actions of educators.
Three Main Models:
Model from the North Central Educational Laboratory (NCREL) http://www.ncrel.org
Model from the Schlechty Center for Leadership in School Reform http://www.schlechtycenter.org/index.asp
Model from the work of Mike Muir of the Maine Center for Meaningful Engaged Learning (McMEL) http://www.mcmel.org
15. The 8 Specific Indicators of Engaged Learning Vision of Engaged Learning- students are responsible for and energized by learning. They are strategic and collaborative.
Tasks for Engaged Learning- learning tasks are challenging, authentic, and integrative
Assessment of Engaged Learning- they are performance based, involve students in generating their own performance, and are aligned with curriculum and instruction.
Instructional Models and Strategies for Engaged Learning- instruction actively engages learners and encourages them to construct and produce knowledge in meaningful ways.
16. The 8 Specific Indicators of Engaged Learning Continued
Grouping for Engaged Learning- to ensure equitable access to learning for all students, heterogeneous groups are configured and reconfigured according to the purposes of instruction.
Teacher Roles for Engaged Learning- the role of the teacher in the classroom is that of facilitator, guide, and learner/investigator.
Student Roles for Engaged Learning- students explore the physical world in order to discover concepts and apply skills. They observe and apply thinking processes used by practitioners. They are producers of knowledge as they integrate what theyve learned.
17. Components and Essential Elements of MEL Environment: Relationship and Rapport
Student/Teacher Relationship- positive attitude, fun, sense of humor, physically and emotionally safe, belonging and respect
Helping Students Succeed- high expectations, confidence in abilities
Experience
Hands-on doing things, activities, experiential learning, learning = patterns from experience
Learning Styles multiple intelligences, differentiated learning
Motivation
Interest- novelty, mystery, curiosity, driven by students questions
Autonomy- choices, decision-making, planning, designing, creating
Avoiding Rewards
Meaning
Connections- to previous learning, relates to students lives
Context- making personal meaning, real-world work for audience, metaphors and mental frameworks, how used or useful
18. What Underachieving Middle School Students Believe Motivates them to Learn Chapter 1: The Challenge to Educate Everyone
Chapter 2: A Review of Literature
Chapter 3: Methods
Chapter 4: The Results
Chapter 5: References
References
Appendixes
19. Deep Curriculum Alignment
20. Curriculum Alignment A process that improves the agreement between the written, the taught, and the tested curriculum.
The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning.
21. Align Content, Instruction, and Assessment to State Standards Research indicates that alignment is a powerful indicator of academic achievement.
Aligning the curriculum is the process of ensuring a good match between the state standards- specifically the GLEs and the lessons taught in classrooms everyday.
This process ensures that instructional activities are aligned to standards, that an appropriate amount of time is devoted to the activities, that unnecessary repetitions in the instructional program are removed, that gaps in content are identified, and that classroom assessments are appropriate.
22. LaDOE Curriculum Links Main Curriculum Page
Grade Level Expectations
Comprehensive Curriculum
23. Strategic Instruction Model (SIM)
24. What is SIM? The Strategic Instruction Model (SIM) is based on research from a variety of fields and theoretical perspectives and is designed to serve as a guide or umbrella for secondary program development.
SIMs Components include: Content Enhancement Routines, Learning Strategies Curriculum, and supporting materials give teachers access to a breadth and depth of instructional procedures to address many of the challenges they face in the classroom. As a result, more students who are at risk now can realize success in school.
25. Key Components SIM Implementation A Learning Strategies Curriculum has been developed to guide teachers in teaching student learning strategies to help them learn how to learn as they develop skill competencies and meet school demands.
A series of Content Enhancement Teaching Routines have been developed to help teachers ensure that the critical content required for all students to meet standards is mastered during group instruction.
These learning strategies and teaching routines have been carefully packaged into instructional materials that provide detailed guidance to teachers and tutors to ensure that sufficient collaborative and explicit instruction is used to promote access to the curriculum for all learners.
A variety of support programs have been developed to help teachers, youths, tutors, and parents team in ways that create an environment that promotes a more strategic approach to meeting goals, solving problems, and preparing for the future.
Website:
http://www.newhorizons.org/strategies/graphic_tools/lenz.htm
26. Response to Intervention (RtI)
27. Response to Intervention (RtI) The practice of:
Providing high-quality instruction/ intervention matched to student needs and
Using learning to rate over time and level of performance to
Make important educational decisions.
28. RtI A key element of an RtI approach is the provision of early intervention when students first experience academic difficulties, with the goal of improving the achievement of all students, including those who may have learning difficulties.
Core concepts of an RtI approach are the systematic
application if scientific, research-based interventions in general education;
Measurement of a students response to these interventions; and
Use of the RtI data to inform instruction.
29. RtI Tiers Tier 1: provides high-quality instruction and behavioral supports in general education;
Tier 2: provides more specialized instruction for students whose performance and rate of progress lag behind classroom peers;
Tier 3: provides intensive usually longer term intervention
The emphasis of RtI is to focus on providing more effective instruction by encouraging earlier intervention for at-risk students. The research has demonstrated through a number of studies that an RtI framework can benefit students by addressing academic difficulties in an individualized and timely way.
30. Potential Benefits of RtI Earlier identification of students by means of a problem-solving approach rather than by an ability-achievement discrepancy formula.
Reduction in the number of students referred for special education and related services.
Reduction in the over identification of minority students.
Provision of more instructionally relevant data than traditional methods of identification.
31. Universal Design for Learning (UDL)
32. What is UDL? Learners cannot be reduced to simple categories such as disabled or bright. They differ within and across all three brain networks (Recognition, Strategic, and Affective), showing shades of strength and weakness that make each of them unique.
UDL presents A practical framework for using technology to maximize learning opportunities for every student by utilizing a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students accurately.
Principles of UDL:
To support recognition learning, providing multiple, flexible methods of presentation
To support strategic learning, provide multiple, flexible methods of expression and apprenticeship
To support affective learning, provide multiple, flexible options for engagement.
33. State Department UDL Link
34. Data Driven Decision Making
35. Data Driven Decision Making
36. Data Driven Decision Making Links 3D Presentations
How Ready Are You? A Special Tool for School District Leaders to Assess Readiness to Use Data Effectively
Data Analysis and Data-Driven Instruction/Decision Making
National Staff Development Council: Data and Research
National Staff Development Council: Resources for Staff Development
