Professional Development

1. Professional Development Building System Capacity and Maximizing Human Capital OSPI/WASA: Special Education Conference August 2013 Tacoma, WA Cathy FrommeEd D

2. Disclaimer Training provided today is meant to supplement and not supplant reading bulletins and accompanying documents; guidance from the U.S. Department of Education; chapter 392-172A WAC; Part 300 of the federal regulations; and, the Individuals with Disabilities Act. This presentation and/or materials should be viewed and applied by users according to their specific needs. The presentation should be used as guidance and is not intended as legal advice.

3. Why a PD Plan? • We know that teacher quality is a critical factor, if not the single most important factor in student achievement… • … a highly qualified teaching workforce, both novice and veteran, is the single greatest leverage point for ensuring that all students in Washington state achieve at their highest level.” (Center for Strengthening the Teaching Profession, effective Support for New Teachers in Washington State 2008) 6.24.13

4. Why a PD plan? “…you have to have a vision. Its got to be a vision you articulate clearly and forcefully on every occasion. You can’t blow an uncertain trumpet.” -The Rev. Theodore Hesburgh 6.24.13

5. State wide Special Ed vs Non Special Ed (10th) 6.24.13

6. State wide Special Ed vs Non Special Ed (7th) 6.24.13

7. State wide Special Ed vs Non Special Ed (4th) 6.24.13

8. Gildo Rey, Auburn (4th) 6.24.13

9. Whitman, Spokane (4th) 6.24.13

10. Tapteal, Richland (4th) 6.24.13

11. Hanford High School, Richland (10.7% SPED, 30.8% FRL) 6.24.13

12. Lincoln HS, Tacoma (15.9% SPED 81% FRL) 6.24.13

13. If I have an expectation of you, then I have an obligation to provide you with whatever you need to be successful in meeting that expectation. (Sharratt & Fullan, 2009 In LF JSD p. 47 Feb 2013 Vol. 34. No1) 6.24.13

14. Special Education Professional DevelopmentGap Analysis Improved Student Achievement Adapted from: NCREL, 1999 p.19 6.24.13

15. Special Education Professional DevelopmentGap Analysis PreK-12 Student Learning Goals (CCSS, CCEEs, IEPs, Learning Maps) Actual Student Performance (Outcomes) Student Learning Gaps Educator Professional Development Needs to Close Student Learning Gaps Improved Student Achievement 6.24.13

16. Special Education Professional DevelopmentGap Analysis Special Education rules and regulations, program requirements PreK-12 Student Learning Goals (CCSS, CCEEs, IEPs, Learning Maps) Actual APR Special Education Program Data (Student Achievement, Program Review, etc.) Actual Student Performance (Outcomes) Program Improvement Technical Assistance and Professional Development Needs Student Learning Gaps Educator Professional Development Needs to Close Student Learning Gaps Improved Student Achievement 6.24.13

17. Special Education Professional DevelopmentGap Analysis Standards for educator Skills, Knowledge and Dispositions Special Education rules and regulations, program requirements PreK-12 Student Learning Goals (CCSS, CCEEs, IEPs, Learning Maps) Actual APR Special Education Program Data (Student Achievement, Program Review, etc.) Actual Student Performance (Outcomes) Actual Educator Skills, Knowledge and Dispositions Program Improvement Technical Assistance and Professional Development Needs Student Learning Gaps Educator Knowledge, Skills and Dispositional Learning Needs Educator Professional Development Needs to Close Student Learning Gaps Improved Student Achievement 6.24.13

18. What Else Do We know? State initiatives… • Implementing the CCSS • New Assessments through Smarter Balance • Alternate Assessment for 1% • TPEP • New OSEP Indicator 17 • Others… 6.24.13

19. Special Education Professional DevelopmentGap Analysis Standards for educator Skills, Knowledge and Dispositions Special Education rules and regulations, program requirements PreK-12 Student Learning Goals (CCSS, CCEEs, IEPs, Learning Maps) Actual APR Special Education Program Data (Student Achievement, Program Review, etc.) Actual Student Performance (Outcomes) Actual Educator Skills, Knowledge and Dispositions Program Improvement Technical Assistance and Professional Development Needs Student Learning Gaps Educator Knowledge, Skills and Dispositional Learning Needs State wide Initiatives Educator Professional Development Needs to close student learning gaps SNPs, ESDs, Grant Projects, Professional Organizations. OSPI, IHEs, Districts Improved Student Achievement 2/15/2013 1:20:28 PM 6.24.13

20. …professional development is a process, not an event. The Second Dimension of Professional Learning. Learning Forward on January 31, 2013 4:26 PM This post originally appeared in the Winter 2013 issue of The Learning System.

21. Professional Development …building capacity in educator knowledge skills, and dispositions Technical Assistance/Relationship Based Professional Development Information Dissemination/ Resources Higher Education or Licensure/Certification Programs Events/ Training Coaching Mentoring Consulting PLCs Prof DevelopmentAdvising Adapted from: DEL Professional Development Consortium 2010 2.28/2013 3:18PM

22. Defining Effective Professional Development What do we mean when we use the terms “professional development”, “technical assistance” and “coaching”?

23. Training • “the process of bringing a person to an agreed standard of proficiency, by practice and instruction” http://www.thefreedictionary.com/training • The acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Training has specific goals of improving one’s capability, capacity and performance. http://en.wikipedia.org/wiki/Training 6.24.13

24. Technical Assistance A relationship in which an expert with specific technical/content knowledge provides information to address an identified need. Technical Assistance relationships are program-focused, and may use an interactive, on-site/hands-on approach as well as telephone or email assistance. Technical Assistance delivery is typically short in duration (2 or fewer contacts), with one or a few persons from an organization, customized to meet the needs of the client, and offers prescriptive solutions to a specific issue. http://mnsmart.metrostate.edu/docs/Web%20final%20for%20technical%20assistance%20307.pdf 6.24.13

25. Mentoring … is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. …true mentoring is more than just answering occasional questions or providing ad hoc help. It is about an ongoing relationship of learning, dialog, and challenge. http://en.wikipedia.org/wiki/Mentoring 6.24.13

26. Coaching -one who instructs or trains <an acting coach>; especially: one who instructs players in the fundamentals of a sport and directs team strategy <a football coach> - to instruct, direct, or prompt as a coach transitive verb -to train intensively (as by instruction and demonstration) Synonyms: guide, counsel, lead, mentor, pilot, sheperd, show, tutor http://www.merriam-webster.com/dictionary/coaching 6.24.13

27. Consulting providing professional or expert advice <a consulting architect> http://www.merriam-webster.com/dictionary/consulting 6.24.13

28. Professional Development "... goes beyond the term 'training' with its implications of learning skills, and encompasses a definition that includes formal and informal means of helping teachers not only learn new skillsbut also develop new insights into pedagogy and their own practice, and explore new or advanced understandings of content and resources.” From:Evidence-Based Professional Development (2011 presentation) C. Borgmeier, M. Duda, M. Van Dyke

29. Professional Development (continued) [This] definition of professional development includes support for teachers as they encounter the challenges that come with putting into practice their evolving new skills, learnings and understandings about standards, instruction, assessment, classroom management, the use of technology, etc. Current technologies offer resources to meet these challenges and provide teachers with a cluster of supports that help them continue to grow in their professional skills, understandings, and interests.

30. In effective schools, professional development focuses on what the data reveal is important, as well as on the needs of the students and faculty, and it stays persistent over time. Staff development is done not only in workshops, but also at the building level and with classroom follow-up. This support in the classroom, provided through a variety of strategies, helps teachers internalize their new learning. Fewer, Clearer, Higher Common Core State Standards Implications for Students Receiving Special Education Services. 2011. p. 14

31. Think of professional learning as having two dimensions... • “The first concerns conceiving, developing, organizing, managing, and producing, or contracting for, activities that engage educators in new learning. This has traditionally been the focus of professional development, and it continues to consume enormous resources and effort. • The second dimension of professional learning is what happens after their learning experiences: in the context of their daily work, educators apply, practice, and refine their new learning, and document and assess the results. The Second Dimension of Professional Learning. Learning Forward on January 31, 2013 This post originally appeared in the Winter 2013 issue of The Learning System

32. Jaquith et al (2010) define “effective professional development as that which leads to improvements in in teacher knowledge or practice, or in student learning outcomes” (p.2). What is important to note in this definition is that it goes beyond merely the provision of professional development and focuses on outcomes – both student and educator.

33. Implementation Science Longitudinal Studies of a Variety of Comprehensive School Reforms Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006 6.24.13

34. Professional Development …building capacity in educator knowledge skills, and dispositions Technical Assistance/Relationship Based Professional Development Information Dissemination/ Resources Higher Education or Licensure/Certification Programs Events/ Training Coaching Mentoring Consulting PLCs Prof Develmt Advising Adapted from: DEL Professional Development Consortium 2010 2.28/2013 3:18PM

35. The knowing –doing problem …is what Pfeffer and Sutton called this challenge of turning knowledge about how to improve individual and organizational performance into actions consistent with that knowledge…. (Pfeffer & Sutton, 2000, p. 5) 6.24.13

36. It was clear that knowing what to do was not enough. It was clear that being smart was not enough to turn knowledge into practice. It was evident that reading, listening to, thinking and writing smart things was not enough. (Pfeffer & Sutton, 2000. The Knowing-Doing Gap. p. ix) 6.24.13

37. Knowing is a process of learning… -which is different than to know or have knowledge… 6.24.13

38. Active Implementation We are really great at developing and identifying what we want teachers to know and be able to do... And could improve on our Active Implementation “The systematic use of a specified set of activities designed to put into practice an activity or program of known dimensions.” http://implementation.fpg.unc.edu/

39. Tacit Knowledge and PLCs • Tacit Knowledge- “knowledge that has not been reduced to instructions”. (Gwande, 2012 p. 6) • What the professional knows from doing… 6.24.13

40. Knowing comes from doing and teaching others how Tacit knowledge… isn’t easily described or codified but is nonetheless essential for doing the work… (Pfeffer & Sutton, 2000, p. 19) 6.24.13

41. …most of the knowledge that is actually used and useful is transferred by the stories that people tell each other, by the trials and errors that occur as people develop knowledge and skill, by inexperienced people watching those more experienced, and by experienced people providing close and constant coaching… (Pfeffer & Sutton, 2000, p. 19) 6.24.13

42. … when knowledge is transferred through stories and by doing - it comes with… • information about the process that was used to develop that knowledge – and subtle nuances of work methods… • Jerry the plumber… 6.24.13

43. Professional Development …building capacity in educator knowledge skills, and dispositions Technical Assistance/Relationship Based Professional Development Information Dissemination/ Resources Higher Education or Licensure/Certification Programs Events/ Training • Educator Standards • New Teacher Induction • Professional Certification • NBCT • NSDC Professional Learning Standards • Institutes • Academies • Conferences • E-learning • Modules • Resource Library A-Z • Publications • Research • Communications • Web site • Regulation/Law • Policy • Helpful Links Coaching Mentoring Consulting PLCs Prof Develmt Advising Adapted from: DEL Professional Development Consortium 2010 2.28/2013 3:18PM

44. “To date, implementation has been the weak link in the chain of decisions and actions that constitute professional learning. It is so much more than developing and conducting a learning activity. Professional learning can only be effective if school system and school leaders understand it as a comprehensive, complex system and focus greater effort and resources on implementation that educators value.” The Second Dimension of Professional Learning. Learning Forward on January 31, 2013 This post originally appeared in the Winter 2013 issue of The Learning System 6.24.13

45. How might we foster a collective responsibility… …for the achievement of all students, including those with disabilities? • …help teachers define their role in providing access to the standards. If teachers do not deeply understand the standards, they will be unable to design supports and accommodations or instruction that will provide a potential for mastery. • If teachers are not familiar with various methods of assessing progress, they won’t know how to adjust instruction to increase the probability of mastery. • If teachers are not deeply knowledgeable about the various effective strategies for teaching reading and math that have been shown to produce results, the likelihood that any student (including students with a disability) will be able to navigate these standards in English language arts and math is slim. Adapted from: Six principles for principals to consider in implementing CCSS for students with disabilities. Margaret J. McLaughlin Principal, September/October 2012

46. Implications for the Education of Students with Disabilities • Access to the general education curriculum • Inclusive practices • Universal Design for Learning • Multi-tiered systems of supports • Positive Behavior Supports • A focus on self-determination and student directed learning From: Michael L. Wehmeyer. May 16, 2013 ASES SCASS Summit on Implementing College and Career Readiness Standards: Implications for States Supporting Students with Significant Cognitive Disabilities 6.24.13

47. Curriculum Considerations • Creating a culture of high expectations • Changing perceptions and beliefs • Implementation of Common Core Standards • Development and PD on Extended Standards (if applicable) • Focus on integration of other skill areas • Life skills, vocational skills, soft skills • Increased focus on secondary curricula • Scope and sequence Delaware DOE. May 2013 6.24.13

48. Systems change – How do we take the good ideas and research base – and get them working in all classrooms… • Implementation done “on purpose” = 80% success (takes three years) verses 14% in 17 years… The Rationale for Active Implementation SISEP. ai Hub 6.24.13

49. For More Information • OSPI Special Education, Main Phone: (360) 725-6075 • Cathy Fromme, Learning Improvement Program Supervisor cathy.fromme@k12.wa.us