WV Department of Education
Office of Instructional Services

School Level

Professional Development Guide

2003-2004, First Edition

WV Department of Education

Division of Instructional and Student Services

Office of Instructional Services

West Virginia Board of Education

2003-2004

Sandra M. Chapman, President

Barbara N. Fish, Vice President

Sheila M. Hamilton, Secretary

Delores W. Cook, Member

Priscilla M. Haden, Member

Burma Hatfield, Member

Lowell E. Johnson, Member

Paul J. Morris Member

Ronald B. Spencer, Member

J. Michael Mullen, Ex Officio

Chancellor

West Virginia Higher Education Policy Commission

David L. Stewart, Ex Officio

State Superintendent of Schools

“A mind stretched to a new idea, never goes back to its original dimensions.” – Oliver Wendell Holmes

School Level

Professional Development Guide

Developed by:

Office of Instructional Services

Deborah Brown, Executive Director

Keith Butcher, Assistant Director

Document Authors

Karen Davies

Beverly Kingery

Richard Lawrence

Jan Stanley

Carla Williamson

Document Contributors

Rebecca Derenge

Murrel Hoover

West Virginia Board of Education Professional Development Goals

Through sustained, continuous, and school-embedded professional development models, local school districts will be provided professional development support and technical assistance in the following areas:

GOAL 1: All county school systems will implement the components of a standards-based curriculum model built on the WV Content Standards and Objectives. The model includes, but is not limited to, the following components:

  • Mapping the curriculum
  • Development of instructional units and standards-based lessons
  • Identification of critical questions and enduring ideas
  • Alignment of instructional strategies, materials and resources
  • Use of performance descriptors, performance assessments, and rubrics in the evaluation of student mastery
  • Establishment of benchmarks to determine student progress and reteaching.

GOAL 2: All county school systems will improve student achievement in reading and writing by implementing a research-based approach to the teaching of the West Virginia Reading and Language Arts Content Standards and Objectives.

  • All teachers will teach comprehension, vocabulary development, and writing in their content areas.
  • Teachers with the primary responsibility of teaching reading and writing will use research-based instructional strategies and consistent approaches to literacy development.
  • Special educators will utilize research-based instructional design appropriate to the exceptionality of the students served.

GOAL 3: All county school systems will improve student achievement in mathematics by implementing a research-based approach to the teaching the West Virginia Mathematics Content Standards and Objectives.

  • School systems will give priority to addressing weaknesses in middle level student performance.

GOAL 4: All county school systems will ensure all educators have the technological skills necessary to effectively perform their professional responsibilities and enhance student learning.

  • Teachers will use appropriate technology applications for teaching the West Virginia Content Standards and Objectives.
  • Teachers will implement the Technology Content Standards and Objectives.
  • School and district personnel will use technology-based data systems to improve the instructional program and the teaching learning process.
  • All personnel, as appropriate, will use technology management applications to increase efficiency and effectiveness of district, school, and classroom operations.

Table of Contents

1. School Level Professional Development Guide

  • Introduction ...... Page 1
  • National Staff Development Council (NSDC) Standards for Staff Development....3
  • Definition of High Quality Professional Development...... 4
  • Definition of Scientifically Based Research...... 5
  • Tips for Using the Guide...... 6

2. Comprehensive Data Driven Needs

  • Introduction...... 7
  • Professional Development Planning Process Flow Chart...... 8
  • Target Professional Development Through Questioning & Examining Data...... 9
  • What is Your Professional Development IQ?...... 10

3. Long Range Planning for Professional Development

  • Introduction...... 19
  • Before the Planning ...... 20
  • Suggestions for Professional Development Plans...... 21
  • Guidelines For Effective Staff Development...... 22
  • Defining An Effective Professional Development In Reading (PowerPoint®)....27
  • Action Plan For Professional Development...... 31

4. Formats and Models for Sustaining Professional Development

  • Introduction...... 37
  • A Research Based Staff Development Model Ensuring Implementation...... 38
  • Some Avenues For Professional Development...... 39
  • Professional Development Models...... 40
  • Steps to Building a Sustained Professional Development Plan...... 43
  • Sample: Professional Development Sample Model: K-3 Elementary Reading.....44
  • Sample: Differentiated Instruction in the Middle Schools...... 47
  • Sample: Planning for Change in High School Mathematics...... 49

5. Monitoring and Evaluation

  • Introduction...... 59
  • Five Levels of Professional Development Evaluation...... 60
  • Monitoring...... 61
  • Evaluation...... 62
  • Guiding Principles for Evaluating Staff Development...... 63

6. Leadership

  • Introduction ...... 64
  • Professional Development Roles: Principal, Teacher Leaders...... 65

7. Funding

  • Introduction...... 66
  • Sources Of Funding...... 69
  • Managing Complex Change...... 70

8. Bibliography...... 71

1

West Virginia Department of Education School Level Professional Development Guide

SECTION 1

School Level Professional Development Guide

Introduction

Professional development is a form of adult learning. Yet, districts too often forget that professional development must be concerned primarily with student learning. Professional development in schools has traditionally consisted of activities such as attending conferences or working on curriculum during teacher workshop days. Dynamic speakers and interesting workshops may have some value, but schools and counties must help educators translate their learning into instructional practices and student achievement. Professional development is not about what teachers want to know. Consider, for example, a teacher who might want to expand his/her knowledge of cooperative learning techniques. While the goal is valid, it becomes relevant only when it is seen in a larger context, one that is focused on student learning, driven by data, and nested within school level and county level goals (Kelleher).

Professional development is the primary vehicle in efforts to bring about needed change in student achievement. Professional development must include organizational development as well as individual development (Sparks). It must be job embedded and programmatic, and must be not only for teachers, but for everyone who affects student learning. Perhaps most importantly, professional developers are looking at the research on professional development in education. They are examining what is known about the various forms of professional development, not only for teachers, but for all those involved in the educational process (Guskey). Since the goal of most modern professional development efforts is improved performance by the organization, staff, and ultimately students, (Sparks), information on the measurement of student learning is an essential component of planning professional development.

In defining student performance, it is imperative that educators are introduced to the WHAT and HOW of instruction occurring in the classroom. In order to understand this, the professional development must focus first on pedagogy and methodology. For example, it would first be logical to present professional development on the stages of student writing development and the five step writing process before professional development on interactive writing as a curriculum tool. Therefore, professional development planners must determine if the WHAT has solidly been introduced before planning the HOW of professional development sessions.

The National Staff Development Council (NSDC) has called for a shift in the way we approach professional development. Its recommendations include devoting 10% of the school budget and 25% of teacher time to professional development. Thomas Guskey suggests that cost-benefit analyses can be helpful in comparing the costs and relative effectiveness of various professional development endeavors (Guskey, 2000). Such analyses will permit counties and schools to make the best selection when considering different professional development programs with similar goals.

Staff development standards provide direction for designing a professional development experience that ensures educators will acquire the necessary knowledge and skills. Professional development must be data-driven, standards based, and job embedded. The National Staff Development Council revised the standards for professional development in 2001. These revised standards reflect what NSDC has learned about professional learning since the creation of the original standards in 1995.

National Staff Development Council Standards for Staff Development

Context Standards

Staff development that improves the learning of all students:

  • Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)
  • Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)
  • Requires resources to support adult learning and collaboration. (Resources)

ProcessStandards

Staff development that improves the learning of all students:

  • Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven)
  • Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)
  • Prepares educators to apply research to decision making. (Research-Based)
  • Uses learning strategies appropriate to the intended goal. (Design)
  • Applies knowledge about human learning and change. (Learning)
  • Provides educators with the knowledge and skills to collaborate. (Collaboration)

Content Standards

Staff development that improves the learning of all students:

  • Prepares educators to understand and appreciate all students, create safe, orderly, and supportive learning environments, and hold high expectations for their academic achievement. (Equity)
  • Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)
  • Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)

“Professional development standards that make clear what high quality professional development is, how to implement it, and how it should be evaluated to help us design effective and powerful experiences that will result in improved student achievement. … Standards provide the foundation for building individual, school, and district professional development plans that will stand the test of accountability.” - Agnes Crawford, Association for the Supervision of Curriculum Development (ASCD)

High Quality Professional Development

According to Title IX of No Child Left Behind (NCLB), professional development includes activities that:

  • Improve and increase teachers’ academic knowledge;
  • Are an integral part of broad school wide and district wide educational improvement plans;
  • Give teachers, principals and administrators the knowledge and skills to provide students with the opportunity to meet challenging state academic content standards and student academic achievement standards;
  • Improve classroom management skills;
  • Are high quality, sustained, intensive and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom; and are not one-day or short-term workshops or conferences;
  • Support the recruiting, hiring and training of highly qualified teachers, including teachers who became highly qualified through state and local alternative routes to certification;
  • Advance teacher understanding of effective instructional strategies that
  • are based on scientifically-based research and strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers; and
  • are aligned with and directly related to state academic content standards, student academic achievement standards and assessments, and the curricula and programs tied to the standards;
  • Are developed with extensive participation of teachers, principals, parents and administrators of schools to be served under NCLB;
  • Are designed to give teachers of limited English proficient children, and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments;
  • To the extent appropriate, provide training for teachers and principals in how to use technology in the classroom to improve teaching;
  • As a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement, with the finds used to improve the quality of professional development;
  • Provide instruction in methods of teaching special needs children;
  • Include instruction in the use of data and assessments to inform and instruct classroom practice; and
  • Include instruction in how school staff can work more effectively with parents.

Other activities that might be included are partnerships with institutions of higher education to establish school-based teacher training programs; career ladder programs to help Title I paraprofessionals become certified; and follow-up training to ensure that teachers are able to implement what they have learned in the classroom.

Scientifically Based Research

As prescribed in NCLB the term “scientifically based research:”

  1. Means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and
  2. Includes research that--
  • Employs systematic, empirical methods that draw on observation or experiment;
  • Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
  • Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;
  • Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;
  • Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and
  • Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review [Title IX, Part A, Section 9101(37)].

1

West Virginia Department of Education School Level Professional Development Guide

Tips for Using This Guide

Here are some tips to best ensure a successful professional development planning process:

1. Develop a planning team: Begin by developing a planning team that includes a representation of the school’s grade configurations and specialists (such as special education and music teachers). This team could be derived from already established teams within the school such as the local school improvement council (LSIC), the school curriculum team, or committees formed through faculty senate.

2. Review this Planning Guide: The planning team should review the School Level Professional Development Guide and discuss its use in the process of planning professional development for the instructional staff of the school. The team should determine which sections of the plan would require entire staff participation, committee participation, or individual participation.

3. Summarize the planning guide for the entire staff: This Professional Development Guide should be used as a scheduled professional development session. Within that session the planning team should summarize the entire professional development guide with the instructional staff and leadership of the school. The process that the team will use in developing the professional development plan should be a school collaborative effort.

4. Strategically plan time to work through the planning process: Ensure that there is an appropriate amount of time for the team and the staff to develop and review the school’s professional development plan. Some approaches to creating planning time as suggested by Watts and Castle (1993) are:

  • Using one morning or afternoon a week for teacher development and other improvement activities by using substitutes or releasing students;
  • Purchasing teacher time by contracting substitutes or giving compensation for weekends and summer work;
  • Providing common planning time for teachers working on the same project;
  • Restructuring time by altering teacher schedules, teacher responsibilities or the school day;
  • Making better use of available time and staff.

An introduction is provided at the beginning of each section of the guide.

1

West Virginia Department of Education School Level Professional Development Guide

SECTION 2

Comprehensive Data Driven Needs Assessment

Introduction

The purpose of the needs assessment for professional development is to determine the needs of the school’s teaching force in order to enable all students to meet challenging state content and academic achievement standards. This needs assessment does not stand alone. It is the basis of comprehensive school planning and should guide the development of school goals and direct professional development to meet these goals. Gathering and analyzing school data from several sources is the best way to identify trends and patterns in student achievement and thus clarify school and student needs. For the greatest impact in school improvement, professional development must be based on the identified needs.

Four main categories of data should be included in the needs assessment.

  1. Student achievement data – In analyzing student achievement, teachers need to determine specific deficiencies within content areas. For example, if reading comprehension scores are low, the staff must subset the data to determine the specific comprehension skill in which the students are deficient. Teachers must also view three to five years of data to be able to clearly identify trends.
  2. Demographic data – The purpose of collecting demographic data is to gain a thorough understanding of the school’s population. The goal is not to explain the demographics, but to examine how these characteristics may affect opportunities for students to learn.
  3. Program data – The goal of reviewing program data is to examine what is being taught and to whom. This should include curriculum sequence, course enrollment information, pupil teacher ratios, teacher certifications for the areas they are assigned to teach, the usage of parent/community volunteers, graduation rates, post graduation follow-ups, etc.
  4. Perception data – A review of this type of data will reveal how teachers, students, and the community view the school and/or district. The stakeholder’s view of the school’s services affects all levels of planning. Perception data includes surveys on school climate, student and teacher’s absenteeism and tardiness, parent/teacher/student satisfaction surveys, and a review of media coverage among others. The Professional Development IQ survey provided in this section provides a good introductory activity for using this guide.

In conclusion, examining and analyzing school data is a powerful form of professional development. Results of disaggregated data should identify students’ needs, as well as teachers’ learning needs.