Teacher Professional Learning in New Jersey: A Case Study of State Policies and Strategies

1. Teacher Professional Learning in New Jersey: A Case Study of State Policies and Strategies A joint presentation of the Office of Professional Standards, Licensing and Higher Education Collaboration and the Stanford University School of Education

2. Goals Overview and update on New Jersey’s PD policies and strategies Results of the Stanford University study on Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies PD as essential component of a system of teacher effectiveness for student learning

3. Link to be added for short video illustrating job-embedded professional learning

4. Effective Professional Development : A Definition – Phase III Study Focused on specific curriculum content and pedagogy Collegial design Intensive, sustained and continuous models Linked to formative and summative data on student learning Supported by coaching, modeling, feedback Connected to the work of school-based teams Integrated into policy and reform

5. What Research Tells Us (National Commission on Teaching and America’s Future, 2010) Professional learning communities have been found to “increase both the individual and group capacity of teachers to improve student learning.” Student achievement is higher (in mathematics, reading, and science) in schools where teachers report that they have more opportunities for collaborative engagement around school improvement. Collaborative teams improve instructional practice and enhance teaching effectiveness.

6. NJ Professional Development Policy:Part of Teacher Quality Continuum • Teacher PD requirement implemented in 2000 • Developed for alignment with other state teacher quality initiatives on the teacher professional continuum: strong pre-service, program approval, accreditation, and induction requirements • Continuous cycle of feedback and improvement • PD system tied to evaluation cycle (PDP) • Internal and external accountability • Strong educator involvement in planning and implementation

7. Structures: New Jersey’s Framework The Professional Teaching Standards Board in conjunction with the NJDOE’s Office of Professional Standards, Licensing, and Higher Education Collaboration advises the Commissioner to create professional development standards for teachers and leaders and to design a system for accountability and support. The PTSB with the NJDOE’s assistance creates materials and programs to support this work. Other branches of the NJDOE provide professional development opportunities and oversight as well Universities and private organizations supply training and support. County Professional Development Boards review district plans using rubric based on state professional development standards adopted from NSDC guidelines. District Local Professional Development Committees collect and review school plans, and then create one, combined district plan. School Professional Development Committees create plans based on data-driven local needs. Teachers write individual Professional Development Plans based on their own needs and their schools’ plans. Every five years, teachers must do 100 hours of embedded or external professional development as part of the evaluation process.

8. NJ School-Based Professional Learning School-based PD planning – added in 2008 - encourages the seeding of school professional learning communities PLC structures encourage collaborative planning and collective expertise Focus on curriculum, assessment, instruction

9. Placeholder for graphic showing essential elements of school-based professional learning communities

10. NJ Professional Learning Strategies Utilize national expertise to develop processes Develop strategic web-based tools, guidance and planning resources Create PLC Lab School Project Build capacity of state partners to support statewide implementation of PLCs Coordinate professional development effort with other offices in the DOE Build on current research such as findings from the Stanford University studies on professional development

11. Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies New Jersey Case Study

12. The State of Professional Learning in the United States Three-part study (2008-2010) Phase I: Overview of research about professional development and a look at practices internationally and here in the United States. Phase II: Quantitative analysis of national data on professional development from the Schools and Staffing Survey (2000, 2004, and 2008). Phase III: Case Studies of Four “Professionally Active” States: New Jersey, Vermont, Colorado and Missouri

13. Why New Jersey Was Selected • Ambitious, new state professional development system using standards based school plans with support for collaborative efforts • Impactful professional development efforts in former Abbott districts including work with Early Childhood Education • Strong NAEP scores both overall and for students from low-income families

14. Sample NAEP Scores of the Selected States

15. Snapshots of the Other States Vermont is a small, local control state with thoughtful vision and teacher leadership. They have solid local initiatives but uneven distribution and no enforcement. Colorado is also a local control state. Many home grown educational organizations lead to innovation, but the state is looking to bring more coherence through leveraging of federal funds. Missouri is trying to balance local control with state oversight infrastructure, and for many years, significant funding. System of Regional Professional Development Centers (RPDCs) allows for connection between schools, state and universities.

16. Policy Implications from Across the Four States In order to promote access to quality professional development, states can: Develop a state system of coherent PD policies Establish mechanisms to oversee and stimulate professional learning at each level of the system Build PD infrastructure Cultivate PD leadership at all levels

17. NJ’s System of Coherent PD Policies The Office of Professional Standards and the PTSB with the support of State Board and a series of Commissioners have built a comprehensive system requiring districts, schools, and teachers to look at local context in order to develop PD plans. Over time, the PTSB and state vision has evolved to address new issues as they have developed. Various professional and academic partners have teamed to create a centralized message. Resources for collaboration have been developed and provided for districts and schools.

18. Revisiting New Jersey’s Framework The Professional Teaching Standards Board The PTSB with the NJDOE’s assistance creates materials and programs to support this work. Other branches of the NJDOE provide professional development opportunities and oversight as well Universities and private organizations supply training and support. County Professional Development Boards District Professional Development Committees School Professional Development Committees Teachers write individual Professional Development Plans based on their own needs and their schools’ plans. Every five years, teachers must do 100 hours of embedded or external professional development as part of the evaluation process.

19. New Jersey’s Mechanisms to Oversee and Stimulate Professional Learning The bottom line for the professional development system is that schools (and teachers) must look at what is happening in their schools and what they need to do to improve. PD work is overseen by peers and administrators at multiple levels and supported by the NJDOE (and other organizations) with trainings and materials to help the collaborative process. The balance between requirement and freedom supports autonomy without losing fidelity. The system is efficient in creating a lot of infrastructure with relatively little expenditure.

20. New Jersey’s PD Infrastructure The NJDOE supports collaborative work through national experts, training workshops, and online materials like the Collaborative Learning Tool Kit. Model programs like the PLC Lab School Program, as well as model leaders like Pat Wright, give examples of the types of work schools can do. Professional organizations work together to articulate their message and help schools. There have been efforts to dovetail PD work across NJDOE offices, as in work done by the office of Math and Science Education using the PD system to support standards adoption.

21. Placeholder slide for possible graphic showing PD infrastructure

22. New Jersey Has Cultivated PD Leadership at all Levels The PTSB acts as a microcosm of the larger system bringing in stakeholders from all areas of the education landscape. The system itself requires teachers and administrators to take positions of responsibility and leadership in professional development efforts. State leaders have seen the value of empowering these constituents and have supported this type of comprehensive, research-based work.

23. What is the Learning Going Forward? • Leadership • Shared vision • Strategic use of federal mandates & funds • Value expertise of educational professionals • Resources • Money, personnel, relationships & programs • Capacity-building structures • Infrastructure for professional development • Role of partner organizations • Role of professionals

24. Making Connections: Building a System of Teacher Effectiveness for Student Learning Access to high quality professional development is an essential component for improving teacher effectiveness A systemic approach within schools and across the district will build both individual and team capacity NJ’s PD framework will integrate well with the proposed statewide system of teacher and principal evaluation