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P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eEmbedding Feedback Data into Your Professional

Development

SPDG National Meeting, March 2013

Ronda Jenson (UMKC ,SPDG Implementation Consultant)Pattie Noonan & Amy Gaumer Erickson (KU, Evaluators)Pam Williams & Ginger Henry (Missouri Dept of Elementary Secondary Education)

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Mini-Presentation OverviewCurrent Reality—

Missouri Statewide System of SupportCollaborative Work

Moving Forward—Conceptualizing High Quality

Professional Development (HQPD) Early implementation stages: Plans,

tools, & steps taken

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

2 Learner ObjectivesTo describe one approach to

conceptualizing HQPDTo describe one approach to

implementing HQPD at the early implementation stages

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Current RealityStatewide System of Support

9 Regional Professional Development Centers

Collaborative Work248 of buildings in 105 of districtsFoci• Effective Instructional Practices• Collaborative Teams• Data-based Decision-making• Common Formative Assessments

CONTEXT

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Collaborative Work: How it will be done

Effective Teaching and Learning Practices

Common Formative Assessments Data-Based Decision -making

Collaborative Data Teams help each other learn to select and use effective teaching and learning practices which are intentionally used to improve student outcomes

Collaborative Data Teams use common formative assessments to monitor the value of the teaching and learning strategies and of student acquisition of knowledge and skills

Collaborative data teams collectively analyze data to determine who needs more help and what practices are most likely to work for re-teaching. Re-testing validates their decisions.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Collaborative Work Process

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

By the numbers…

Total Districts = 105 (20%) of Missouri Districts

Total Buildings 248

High School 9

Middle School 26Elementary 213

Total Teachers 8993General 7517

Spec. Ed. 1297Ancillary 179

Total Enrollment 109900 SWD 15077

As of February 28, 2013

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Moving Forward with HQPD

High Quality Professional Development (HQPD) yields a

direct impact on teacher practice for improved student

outcomes.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

What does HQPD look like? Has defined learner objectives Aligns with school goals, state and district

standards and assessment, and other professional learning activities including formative teacher evaluation.

Builds shared vocabulary and common goals required to sustain instructional improvements through rigorous feedback.

Focuses on core content and modeling teaching strategies of the content

Has structure with well thought out delivery Makes efficient use of time MO S

ynthesis

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

What does HQPD look like? Has a purposeful design to be ongoing and to include

guided practice and learning in the teaching environment

Utilizes adult learning principles Systematically and continually evaluated for impact

on increased knowledge and skills Includes opportunities to practice and/or rehearse

new skills Includes opportunities for teachers to share and

reflect on learning Embedded and continuous feedback in the form of

technical assistance and resources for ongoing improvement

Includes coaching to improve fidelity of implementation

MO Synth

esis

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

How will we know if HQPD is occurring?

Pre and post event assessment of knowledge

Formative and summative assessment of participant knowledge and skills

Adherence to standards of high quality professional development (fidelity)

Fidelity of learned teaching practiceMeasurable impact on student

learningMO S

ynthesis

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

PD2Practice: Revitalizing the System

Adult learning principlesFidelity of training deliveredMatching the need with a balance of

training, coaching, & technical assistance

Assessment of adult learning

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c ePD2Practice: Learning Packages

Selected high effect size

instructional practic

es*

Spaced vs massed instruction

Reciprocal teaching

Student self-report grades

Feedback

Foundations Focus Areas Effective

Instructional Practices

Collaborative Data Team

Data-based

Decision-making

Common Formative

Assessment

Internal Coaching

Alignment

Supp

ort

*Hattie (2009)

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

HQPD Tools & SupportHQPD structure for learning

packagesOnline collaborative workspaceObservation Checklist for HQPD

trainingPre/Post assessment guidanceCoaching at multiple levels

Regional Implementation CoachesBuilding-level internal coaching

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

HQPD Structure

1. Preparation2. Opening &

introductions3. Why the topic is

important4. Overview of the topic5. Unpacking the topic6. Topic in practice7. Topic in action8. Assessment &

reflection9. Closing & follow-up

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Online Collaborative Workspace

18 groups255 participants

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Observation Checklist for HQPD Training

21 Item ChecklistPreparationIntroductionDemonstrationEngagementEvaluationMastery

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Pre/Post Test

Guidance Checklist

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

MO SPDG Implementation Coaches

9 Regional Implementations Coaches work closely with Regional Professional Centers to…“support both intervention and implementation fidelity. Implementation fidelity refers to the degree to which high quality professional development is delivered as intended and has the effect of promoting adoption and usage of evidence-based instructional practices. Intervention fidelity refers to the degree to which educators apply the evidence-based instructional practices to their teaching as intended.”

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Building-level Internal Coaching

Are building-level educators who demonstrate fluency in the instructional practice necessary for modeling and describing the practice in daily teaching.

Possess critical skills for effective instructive interactions with colleagues

Are fluent in using implementation measures to monitor progress toward fluency

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Lessons Learned Thus Far…Teams are critical/ Leadership is even

more criticalHQPD mindset does not equal HQPD

practiceMeasuring fidelity and assessment of

learning can be uncomfortable, but yet so highly valuable

Typical methods of formative assessment during PD often misses the mark