Developing a Professional Development Model

In education, it is important to ensure leaders are continuously providing professional development opportunities for teachers whenever possible. Professional development is a key strategy schools and school districts use to ensure that all teachers continue to reinforce their instructional practice throughout their professional career. According to Snow, Martin & Dismuke (2015) in an era when many news media, policy makers, and professionals in the field may consider teacher education “under attack,” teacher are being held accountable for increased rigor and are in a unique position to examine more closely specific practices to enhance student outcomes.

The most operative professional development seeks to continuously engage groups of educators and ensure they focus on the individual and holistic needs of all students. According to O’Brian (2016) as educators, we must examine the type and nature of data that is now frequently collected within online professional development settings, and consider what additional data, if any, should be collected to help improve the education process. These teachers learn to problem solve by looking and analyzing data together in order to ensure every student has an equal opportunity to achieve academic success. Many public-school systems often use multiple methods of schedules within the instructional day to provide these opportunities for collaborative learning and planning time known as and often referred to as Professional Learning Communities (PLC) for teachers.

A professional learning community (PLC) is an opportunity for teachers to foster collaborative learning among grade level and at times content area teams. This again occurs within the regular school day and is a way to allow teachers to get organized, share new learnings and identify their problem of practice. Time must be set aside for professional development in order for us to move the needle with our struggling students.

Starting in November, our next Early Dismissal will be used to provide learning opportunities for all teachers who teach students who fall under the Special Populations umbrella. The following Professional Development (PD) Model will be used to design Early Dismissal Days Professional Developments for the duration of the 2018-2019 school year. All team members in Multilingual, Special Education, GT and Interventions will use the same model to design sessions around data. Everyone will use the following Guiding Questions and/or statements to generate responses for each portion of this template.

Guiding Questions / Statements

1. Using our district data (previous year STAAR data, Domains, discipline data, etc.) decide what is the ongoing tiered and prescriptive professional development plan to support schools?
2. This menu of professional development offerings should be driven by data, aligned at different levels, purposeful and prescriptive, and be immediately implemented in the classroom to improve instruction.
3. How will ongoing implementation of PD be assessed, monitored and tracked? How can the school office support the work of departments?
4. Who will be responsible for each component of the plan?
5. A time line must be set. Refer to the instructional calendar to determine which professional developments will take place on each Early Dismissal day. Prioritize these sessions in order to ensure we are providing the appropriate training based on where we are in the year with goal-setting, progress monitoring and testing.
6. How will we leverage the resources that we already have? For instance, are school budgets aligned to data and department supports? Please do not seek to purchase nay resources as each department has already purchased a plethora of resources that are at this time being under-utilized.
7. Due to budget and human capital constraints, which schools should be prioritized for support by Area Superintendent?
8. How are you measuring success? Think strategically about what are we trying to accomplish form these professional learning opportunities.
9. How will we measure the effectiveness of these learning opportunities?
10. What is your office communicating to schools that are non-negotiables as related to the supports your department is providing to schools?

It is imperative we continue to build the capacity of our teachers. According to Tack, Valcke, Rots, Struyven & Vanderlinde (2018) there is a structural need for participation in professional development activities that are linked to teacher educators’ own practices, organized as long-term sustainable professional development trajectories, and formally recognized. We must begin optimizing every opportunity to build the capacity of all teachers who provide instruction to our students. The early dismissal days will now be used for teaching teachers the benefits of remediating with students regardless of scheduling inconvenience.

References

O’Brian, M., M. (2016). Big data in the service of educator learning: What should be done             with collected online professional learning information? Quarterly Review of Distance         Education, 17(4), 39-48,75-76. Retrieved from http://proxy.stu.edu:2048/login?

Snow, J. L., Martin, S. D., & Dismuke, S. (2015). “We do more than discuss good ideas”: A             close look at the development of professional capital in an elementary education                     liaison group. Teacher Education Quarterly, 42(2), 43-63. Retrieved from                                 http://proxy.stu.edu:2048/login?

Tack, H., Valcke, M., Rots, I., Struyven, K., & Vanderlinde, R. (2018). Uncovering a hidden             professional agenda for teacher educators: A mixed method study on flemish teacher             educators and their professional development. European Journal of Teacher                           Education, 41(1), 86-104.

 

Essential Components of RTI

Response to intervention (RTI) and multi-tiered systems of support (MTSS) integrates assessment and intervention within a multi‐level prevention system to maximize student achievement and reduce behavior problems. With MTSS/RTI, schools use data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence‐based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. The four essential components of an MTSS/RTI framework are screening, progress monitoring, multi-level or multi-tier prevention system, and data-based decision making. Click on the links in the boxes below, to learn more about each of the components and find related resources.

10 Steps to Make RtI Work in Schools

1. Focus on Leadership
2. Prep for Success: Build Capacity and Allocate Resources
3. Get Everyone on Board
4. Create an Intervention Assistance Team
5. Choose Your Data Sources Strategically
6. Determine Which Students Are at Risk
7. Implement Interventions
8. Closely Monitor Progress of Students in Tiers 2 and 3
9. Keep Coaching the Teachers
10. Evaluate for Consistent Implementation

Intervention Assistance Team (IAT)

The Intervention Assistance Team (IAT) is a building team designed to support students, parents, and teachers. The team consists of school personnel including administrators, teachers, and counselors who will work with parents to identify possible ways to help your child experience greater success.

Synchronous and Asynchronous

Mindflash (n.d.) defines synchronous e-learning involves online studies through chat and videoconferencing. This kind of learning tool is real-time. It is like a virtual classroom which allows students to ask, and teachers to answer questions instantly, through instant messaging, which is why it is called synchronous. Rather than taking lessons alone, students associating themselves with synchronous e-learning software or online courses can easily interact with fellow students and their teachers during the course Mindflash (n.d.).

On the other hand, Mindflash (n.d.) defines asynchronous learning can be carried out even while the student is offline. Asynchronous e-learning involves coursework delivered via web, email and message boards that are then posted on online forums. In such cases, students ideally complete the course at their own pace, by using the internet merely as a support tool rather than volunteering exclusively for an e-learning software or online interactive classes Mindflash (n.d.).

The pedagogical benefits of synchronous e-learning promote collaboration and fosters a sense of community and encourages a team work mindset. This is the pillar of education, where effective team work among a leadership team is considered of especially high value. As a leader of a growing education community, you can leverage this approach by considering how essential on-going learning is. Synchronous e-learning gives you an opportunity to provide teachers and administrators with knowledge from the best experts from around the world for their training, without paying the accommodation and travel expenses that educational conferences involves, Pappas, C. (2015).

Leaders must also be mindful to the ideology that a synchronous learning environment enhances learning by increasing teachers and administrators level of engagement. They are held accountable for ensuring all students are consistently engaged, hence; providing a synchronous learning environment allows leaders to model these same expectations for teachers.

As I shared, real-time interactions are much more engaging than the isolated environment of asynchronous learning. The pedagogical benefits of asynchronous learning is that it is inherently easy to scale. Frey, D. (2015), made a valid point, “Once you have created asynchronous learning you can push it out to as many people as you want all around the world. There are no scheduling challenges, geographic barriers or device restrictions.”

Leaders can leverage the approach of asynchronous learning by taking into consideration that it’s not about trying to reconstruct old, in outdated methods to professional development. The key is to provide new learning for teachers and administrators, it’s merely an innovative way to real in Millennials by meeting them where they are in the world of education. With all the advances in education, asynchronous learning simply allows a better way to consume new learning.

Within the public-school classroom, where blended-learning is the premise of online learning. Unknowingly, teachers are implementing asynchronous learning where teacher-student or peer-to-peer learning interactions occur in different spaces at different times. For example, an ESL teacher of new-comers uses the popular language-learning software Rosetta Stone as a method of introducing students to the English language for them to acquire new language skills. When the teacher uses software as an instructional tool to enhance language acquisition, there are cons. Students aren’t engaging in dialogue with another individual. Learning should encompass a wide variety of instructional interactions, between teachers and students. When students are learning a new language, they will do this best by engaging in conversations through face to face interaction, not only using an online discussion board.

 

References

Frey, D. (2015). 5 Reasons Why Asynchronous Learning is Awesome. Retrieved from http://learnkit.com/2015/08/11/5-reasons-why-asynchronous-learning-is-awesome/ on August 25, 2017.

Mindflash. (n.d). Retrieved from https://www.mindflash.com/elearning/asynchronous-synchronous/ on August 25, 2017.

Pappas, C. (Nov. 2015). Advantages and Disadvantages of Synchronous Learning in Corporate Training. Retrieved from https://elearningindustry.com/synchronous-learning-advantages-and-disadvantages-in-corporate-training on August 25, 2017.

 

 

Is Cultural Diversity Clearly Understood at on Your Campus?

Working on a campus with a diverse student body can help prepare your child for citizenship in a multicultural democracy when schools take a proactive approach to acknowledging it exists. A parent needs to look beyond the numbers to evaluate a school’s approach to diversity. Schools must create a positive environment where students and teachers are respectful of different backgrounds, and mutual respect must be part of the equation.

I am a firm believer that everything starts at the top, therefore I suggest starting with the principal. (S)he plays a huge role in creating an environment where people respect the opinions of others and are open to multiple perspectives on any issue. This should be modeled for students, and in relations with faculty and staff, as well.

Blended Learning with a Tight Budget

Expanding digital and online offerings can begin to alleviate significant inequities that exist within our public school system today. Students on some campuses have access to high quality teachers and a diverse array of courses. Others lack access because they live in communities and attend schools within districts that struggle to attract talent or find the resources to provide the variety of options that a wealthier or larger district can offer. A shift to a blended model of learning – one that combines face to face, online and digital learning – is an important next move for public and charter schools.

The idea that technology can create greater efficiency and save money for schools is appealing, but the initial investment can be daunting for schools operating on tight budgets. How can we make this a reality within an organization that is struggling financially?

Using the RtI Pyramid to Build Teacher Capacity

Educators know all children can learn; however, we are also faced with the harsh reality that some at‐risk students progress through school without access to learning opportunities that are finely attuned to their individual needs. Just as students can slip through the cracks, teachers can too.

What do we do when students aren’t making adequate progress? We provide intervention using the RtI model. It is just as important to give educators the exact same support. If we know it is necessary to model for students we MUST model for teachers. If we know it is necessary to pull small groups of student to reteach a specific skill, we MUST do the same for teachers.  Refer to the following Pyramid when trying to determine if as a leader you have done all you can to build teacher capacity.

 

Are Educators Teaching a “Hidden Curriculum?”

Many wonder, some speculate, but none will profess to what is known as the “hidden curriculum.”  The “hidden curriculum” is important social skills that everyone knows, but no one is taught. This includes assumed rules, adult or student expectations, idioms and metaphors. Understanding the hidden curriculum is difficult for everyone, but it is especially so for individuals with a deficit in social interactions.

For example, Doug is a popular eighth-grader, despite his social awkwardness. His peers accepted him and were understanding of his diagnosis. One day Doug was hanging out with his friends in the hall before class when his friend Matthew began cursing in frustration about his B in social studies. Doug picked up on the cursing and associated it with frustration. The bell rang and Doug went on to his next class. As he sat down, Doug realized that he left his math book in his locker. His teacher, Mrs. Smith, would not let him go back to his locker, and immediately Doug got upset and began to curse. Mrs. Smith sent Doug to the principal’s office, leaving Doug confused about what he did wrong. He thought it was okay to use curse words when he was frustrated at school. Doug did not understand the hidden curriculum—cursing may be acceptable around peers, but you should never curse when an adult is present.

This is just one of many examples of how important understanding the hidden curriculum is.  It is not specific to children with mental illnesses; however, social challenges put them at a disadvantage.  To assist with these issues, it is important that, as educators, we are equipped with strategies to help students make sense of the hidden curriculum.

What do you think and know about this growing concern?

Teacher’s Growth and Fixed Mindsets: Which do you possess?

Teachers with a growth mindset might believe that their role as a teacher is to identify and provide the kinds of experiences, learning strate-gies, and feedback students need to improve their skill. These teachers recognize that students might differ in terms which interventions will contribute most to skill improvement and suggest strategies that reflect the student’s current level of skill and the goals that motivate the student to exert effort toward developing skill. But these teachers believe that all students are capable of improving aspects of their performance.

Teachers with a fixed mindset often believe that their role as a teacher is to identify talented students and encourage them to pursue advanced work in the discipline and encourage less talented students to consider other alternatives that are better suited to their existing abilities.

Which mindset does you possess? Growth or Fixed?