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Differentiating Professional Development Principals’ and Leaders’ Roles

Differentiating Professional Development Principals’ and Leaders’ Roles. Steve Barkley Executive Vice President Performance Learning Systems sbarkley@plsweb.com http://www.plsweb.com/resources/blogs/. Analysis.

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Differentiating Professional Development Principals’ and Leaders’ Roles

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  1. Differentiating Professional DevelopmentPrincipals’ and Leaders’ Roles Steve Barkley Executive Vice President Performance Learning Systems sbarkley@plsweb.com http://www.plsweb.com/resources/blogs/

  2. Analysis • Identify classrooms in your school that are closest to full implementation of your vision for learning. • Describe in detail the observable students behaviors. • Describe in detail the observable teacher behaviors.

  3. Analysis • Identify classrooms in your school that must change the most to reach full implementation of your vision for learning. • Describe in detail the observable students behaviors. • Describe in detail the observable teacher behaviors.

  4. Appraise • Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. • 1 2 3 4 5 6 7 8 9 10 11 12 • Most Full • Change Implementation • Needed

  5. Analysis • Consider the bottom half of the implementation continuum. You might want to select one area… What skills do teachers in those classrooms need to internalize in order to obtain the student behaviors you desire?

  6. Evaluation/Appraisal • Select one skill set that you believe is most important. ________________ • Rank teachers according to this system: • Unwilling • Unaware • Getting Ready • Started • Developing

  7. Gordon’s SkillDevelopment LadderThe Art of Teaching Unconsciously Talented Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled • Gordon’s (1974) Skill Development Ladder

  8. Learning Dippg45

  9. Analysis • What is needed for the teachers at each spot ? • Unwilling • Unaware • Getting Ready • Started • Developing

  10. What’s needed? Who provides it? EVALUATION Outside Criteria MENTORING SUPERVISION PEER COACHING Teacher’s Choice

  11. KEY ELEMENTS • KNOWLEDGE • MODEL • PRACTICE • OBSERVATION WITH FEEDBACK • ONGOING COACHING • Joyce and Showers

  12. KNOWLEDGE • WHY • RESEARCH • FORMAL • INFORMAL • HOW TO • COMPLEX to SIMPLE

  13. MODEL Environment Skills

  14. PRACTICE • SAFE ENVIRONMENT • FEEDBACK • Twenty to thirty repetitions • over an eight to ten week period.

  15. Two Opportunities for Observation with Feedback • Practice Environment: • ex. Workshops • Classroom Situations: • ex. Coaching

  16. Joyce/Showers Research Figure 5.2 Training Components and Attainment of Outcomes in Terms of Percent of Participants — OUTCOMES — Components Study of Theory Demonstrations Practice Peer Coaching Knowledge (thorough) 10 30 60 95 Skill (strong) 5 20 60 95 Transfer (executive implementation) 0 0 5 95 Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development

  17. Understanding the Connection… • In order to see the link between teacher behavior and student achievement let’s use an example of: • Higher Order Questioning Strategies

  18. Examine the relationship between students and teacher in questioning

  19. Higher Order Questioning: Skill Analysis • Teacher Behavior(T1) • Write questions into plans and start asking questions in class discussion Student Response

  20. Higher Order Questioning: Skill Analysis • Teacher Behavior(T1) • Write questions into plans and start asking questions in class discussion Student Response (S1) Confusion, Reluctant to respond

  21. S1:Confusion, reluctant to respond; • S2:Attempt to answer posed questions; • T1 Write questions into plans and start asking questions in class discussion • T2:Continue asking, increase wait time, model thinking;

  22. T1:Write questions, • start asking; • T2:Continue asking, increase wait time, model thinking; • T3:Provides encouragement, probing, pausing; • S1:Confusion, reluctant to respond; • S2:Attempt to answer posed questions; • S3:Successfully responds;

  23. T1:Write questions, • start asking; • T2:Continue asking, increase wait time, model thinking; • T3:Provides encouragement, probing, pausing; • T4:Withhold recognition for correct answers, cause students to assess each other and dialogue; • S1:Confusion, reluctant to respond; • S2:Attempt to answer posed questions; • S3:Successfully responds; • S4:Students debate;

  24. T1:Write questions, • start asking; • T2:Continue asking, increase wait time, model thinking; • T3:Provides encouragement, probing, pausing; • T4:Withhold recognition for correct answers, cause students to assess each other and dialogue; • T5:Provide supportive and conflicting data; • S1:Confusion, reluctant to respond; • S2:Attempt to answer posed questions; • S3:Successfully responds; • S4:Students debate; • S5:Students pose higher level questions;

  25. Higher Order Questioning Student Responses Teacher Behavior Changes Student Achievement

  26. Professional Development in Teacher Behavior… …Leads to Student Achievement

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