Teacher Development Model

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Instructor Guidance Are you familiar with the curriculum design strategy known as “spiraling”? If not, search online or in the Ashford University Library to learn about the strategy, which is one we employ within this course and throughout the specialization. This week, the course is designed so that we continue to spiral in previous learning into new learning, leading toward completion of your summative project. In Week One, you had the opportunity to revisit your vision statement from EDU 684 and make meaningful connections with how it leads to shared leadership and improvement.

Week Overview Throughout Week Two, you continue assuming the role as teacher participant, determining what you know already and what you need to know about professional learning standards. This week, the concept of a learning system is explored as well as the impact collaboration can have on professional learning and student achievement.

Why strive to meet standards for professional learning? Oftentimes as teachers, we are aware we must follow a set of criteria for our professional responsibilities, conduct, and performance as measured in scheduled performance evaluations by our administrators. What we may not be entirely aware of is the set of professional learning standards that most schools, districts, and states across the country follow and why they are needed. Based on the reauthorized version of NCLB, the experts involved in Learning Forward (formally National Staff Development Council), and the leaders in the field of professional development created a formal definition of professional development. The definition delineates specific practices school systems and schools must put in place to improve the performance of educators and students. This definition for professional development provides teachers and all school educators specific guidelines and models to empower schools to provide quality opportunities for professional learning. The new definition of professional development clearly outlines what effective professional development consists of and how it supports educators in a continuous cycle of improvement. According to Stephanie Hirsch, PhD., “it’s simply what good teaching is” (Learning Forward, n.d.). For a more detailed look at the evolution of this definition and its purpose and value, please view this Leaning Forward article -- A New Definition of Professional Development. Following the lines of professional development, Professional Learning Communities (PLCs) are found throughout schools and districts across the country with the focus of improving student outcomes through more purposeful collaboration between adult stakeholders.

Changing Perspective on Teacher Development In a review of research conducted by Vescio, Ross, and Adams, (2008), the impact of PLCs on teaching practices and student learning is explored at length. According to their research, the collective results of the 10 American studies and one English study suggest that “well-developed PLCs have positive impact on both teaching practice and student achievement” (p.80). In a climate of increased accountability and complexities associated with teaching and learning, a movement to take professional development beyond acquisition of knowledge for teachers has gained momentum, causing a shift in thinking away from traditional professional development of teachers. What role does a PLC play in this movement and what impact is there on student and teacher learning? Studies are showing empirically the changes associated with PLCs and teacher/student learning. The authors of this review of research suggest that in today’s era of scare resources and accountability, it is critical an understanding exists regarding the outcomes of PLCs on teacher practice and student learning (2008). Pause & Consider: Does student learning increase when teachers participate in a PLC? Why do you believe that? What aspects of a PLC support increased student learning? Do any aspects of a PLC potentially decrease student learning?

Teacher Support Why do schools, districts, and their administrators need to concern themselves with supporting teachers? It is an incorrect assumption that once teachers earn their degrees and credentials they are classroom ready. This gap between formal education and expert practice is common in many fields, such as medicine and education. However, that does not make it something to accept, but rather a challenge to meet through more authentic practice and application during formal education in these disciplines. Simply put, the responsibilities associated with caring for a classroom full of students of any age or grade comes with unique nuances requiring tricks of the trade that only come with time, experience and yes, ongoing training and support. This support must go beyond the apprenticeships teachers and potential administrators go through when earning their credentials. Not only do teachers need to be classroom ready upon entering the workforce, they also have to be familiar with the academic standards their state follows, teaching standards for which they are held accountable for exhibiting, and continued growth or professional development standards to continually improve their practice. Teachers need to know how to effectively plan their units of instruction, set aside time to effectively plan, follow through with the plan, assess how well the plan worked through student results, and then adjust their plan accordingly. Some may argue that these tasks should be automatic for the teacher as the theories are traditionally learned through university course work and pre-service training. However, the “rules” of teaching and reaching all students changes with each year as new sets of students come in with new and unique needs. The standards teachers are held accountable to for student achievement have grown exponentially, in large part to reform movements, such as the Common Core State Standards Initiative (CCSSI). According to the Partnership for 21st Century Skills, 21st century standards, assessments, curriculum, instruction, professional development, and learning environments must all align to produce a support system that produces 21st century outcomes for today’s students (Partnership for 21st Century Skills). This is a daunting list of requirements leading to student achievement, which leads us back to our opening question of why schools, districts, and their administrators need to support their teachers. Without some consistent ways to inform, train, and support teachers, there is likely to be little growth of the teacher, which may result in little growth of the student. The good news is that innovative methods and environments for providing professional learning and development to teachers are emerging. For example, experts are starting to reconsider how teachers are evaluated, as traditional approaches to training and evaluation of that training do not typically show what teachers learned or how their practice changed or improved. In other words, there has been little to no assessment of how teacher professional development training impacts a teacher’s practice in the classroom.

Teacher Performance Evaluations An example of how assessment of teacher learning is proving to be effective is through the Bay Area Performance Assessment Network (BAPAN) in Northern California. The Bay Area Performance Assessment Network provides a year-long series of professional development and coaching sessions focused on designing and implementing a performance assessment system aligned to a graduate profile, defining what students should ultimately know and be able to do to be college and career ready. BAPAN teachers show what they know and are evaluated through a Teacher Defense detailing their learning journey through their year of training and application of learning to their practice. Their defense includes examples of student work demonstrating this learning. Areas of focus for their defense include effective collaboration techniques, using student habits of mind (SHOM), the crafting and use of learning targets in daily instruction, integrating research methods as higher order thinking, the critique and revision process, and the creation of interdisciplinary multi-grade performance assessment (Lenz, 2013, para.9). Not only are students defending their work to a panel of peers, educators, and mentors as a culminating performance assessment, so do teachers. According to Lenz (2013), CEO and Founder of envision Schools, “These teacher exhibitions have proven to capture learning that occurred as a result of professional development and are a fun, engaging way to affirm what teachers can do while building a strengths-based professional learning community”(para. 12).

Learning Activity Guidance - In the Standards Familiarity Poll activity you respond to a Google poll regarding your early understanding of Professional Learning Standards. While this activity is not worth any points, it certainly is important in its support of the first discussion and is a great exercise modeling what leaders do to gather feedback and make decisions. Similar to a teachers use of the KWL strategy (What do you Know?, What do you Want to know?, What did you Learn?) this poll gauges your current understanding of Professional Learning Standards prior to you learning about them. The instructions for accessing the Google Poll as well as a user guide and faculty guide are inserted into the week three discussion overview. Your results are anonymous, but will provide your instructor with a pre-assessment of the early level of understanding of you and your peers, just as the principal is asking in the scenario for this activity. Completing this very short exercise also provides you with an additional exposure to the engaging, readily available digital tools at your disposal!

Discussion Guidance: The Professional Learning Standards discussion requires you to view a short video (4 minutes) from Learning Forward, the organization where teacher professional learning standards stem from. After viewing the video, you are expected to make connections between the purpose of the standards and your own role and responsibilities of following and advocating for them. This two-part discussion asks you to think critically about the standards themselves as well as application of them. It is recommended you take notes during the video, using the discussion points as a guide for your listening. The second part of this discussion introduces you to the strategic plan of Learning Forward, not only providing you with an in-depth look at the initiative, but making a connection with a set of beliefs, vision and mission, just as you are practicing in this course. Moreover, it serves as a self-assessment of how your own learning may have changed between the Google poll Learning Activity and the discussion itself.

Assignment Guidance: In the Teacher Development Model assignment you will use the information gleaned from an exciting video of a model school whose learning system includes a great deal of collaboration with its staff. Following your role as teacher participant, you will present your impressions of and ideas for your own school based on the video and share (hypothetically) with your colleagues. The video provides a rich model of a school with a heavy emphasis on collaboration. You will note your observations in relation to teacher and student impact and think about the benefits to all stakeholders. The purpose of this assignment is to analyze the elements of the collaborative model through the lens of a teacher with the prospect of implementing some of the elements in your own school. Tip: This assignment has you thinking as a teacher-leader with the potential impact of influencing your peers. Get creative and keep in mind the power of a professional presentation. Refer to this helpful short article providing you with Tips for Developing Professional Quality PowerPoint Slide Shows. Recommendation: As mentioned in the Week One Guidance, it is strongly recommended you save your coursework to use in the future for a variety for reasons, such as other course activities in your program, your EDU695 capstone ePortfolio, or publishing opportunities in the future. Consider the cloud-based storage options from Dropbox and Google Drive, suggested in Week One, or another alternative. You might discuss how you are saving your coursework with peer using the Ashford Café!

References

Lenz, B. (2013, November 20). How teachers can share their own learning. [Blog post]. Edutopia. Retrieved from http://www.edutopia.org/blog/teachers-show-their-own-learning-bob-lenz

Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework

Reiserer, R. (n.d.). Tips for developing professional quality PowerPoint slide shows . Retrieved from http://www.presentation-magic.com/powerpoint-tips.html Vescio, V., Ross, D., Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80-91.

Additional Notes

Learning Outcomes This week students will:

1. Evaluate a systems-based approach that builds coherence through a standards-based curriculum and instructional model.

2. Rationalize the utilization of standards for learning & teaching

3. Develop strategies for evaluating instructional programs.

Introduction

In Week Two, we build on the experiences from Week One – you continue assuming the role of a teacher-participant in a school whose principal is planning professional learning (development) for the new school year. The principal hopes to receive feedback from faculty in order to develop the most meaningful, purposeful, and intentional learning opportunities to enhance teacher practice and improve student learning. The assessments this week support you toward your mastery of the Program Learning Outcome 6: Professional Growth, Leadership, and Ethical Practice in the 21st Century and Course Learning Outcome 1: Develop an accountability system for a school culture and instructional program supporting standards-based teaching and learning. First, you are asked to take a poll on what you know about professional standards. The poll is a measure of your current understanding while maintaining your hypothetical role as teacher-participant in our school scenario, providing the principal with baseline data of what his/her staff knows. Second, you are introduced to the Professional Learning Standards from Learning Forward and observe a model school featuring professional learning approaches. Both are essential for you to understand before excelling in the discussions and assignment, our assessments, for the week.

Required Resources

1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.

· Introduction (page 8).

2. Learningforward. (n.d.). Overview of the standards for professional learning [Video file]. Retrieved from http://learningforward.org/video-test#.UyNB-D9dXme

· Based on the contributions of 40 professional associations and education organizations, the LearningForward website provides links to several professional learning resources, such as this approximately 4 minute video providing an overview of the Standards for Professional Learning framing how the key idea behind this effort is the idea that professional learning is an active, continuous development process that places emphasis on individual professional learning. Teachers adopting this view and using these tools can become advocates for and facilitators of effective professional learning, which in turn can lead to increasing student success.

3. Learningforward. (n.d.). Standards for professional learning [Facilitator’s guide]. Retrieved from http://learningforward.org/docs/pdf/facilitatorguide.pdf?sfvrsn=2

4. Learningforward. (n.d.). Strategic Plan. Retrieved from http://learningforward.org/who-we-are/purpose-beliefs-priorities#.UyNDYT9dXme

5. Rubenstein, G. (2010). Teacher development: Fueling teachers to go high- tech. Edutopia. Retrieved from http://www.edutopia.org/stw-differentiated-instruction-teacher-development-technology

· This article, featured on the Edutopia website, discusses how Forest Lake Elementary School in Columbia, South Carolina, was able to make a fundamental shift in how they used technology. A blend of savvy training (with monitoring and coaching), new technology (interactive whiteboards), and principal leadership, was responsible for the shift. The article goes on to list other factors in this success, including time for teachers to collaborate together.

Standards Familiarity Poll To participate in the poll, go to this week's Poll link in the left navigation.

It is the beginning of the new school year. Your building principal is kicking off the year with an in-service showcasing how professional learning (development) will be conducted. The principal begins by saying that all training will be standards-based with a two-fold goal: to enhance professional practice and to improve student achievement. The first thing your principal wants to know is what you know about professional learning standards and curriculum and instructional standards. The purpose of this survey is for the principal to establish what the staff knows about Professional Learning Standards now and how their knowledge will change when presented with the same poll at the end of the school year after implementation of staff development. Instructions Take the poll concerning professional learning. Print out and keep track of your responses as you will refer back to them as you respond to this week’s discussion, Professional Learning Standards. Complete BEFORE moving on to Discussion 1.

Discussion To participate in the following discussions, go to this week's Discussion link in the left navigation.

1. Professional Learning Standards This discussion is your opportunity to demonstrate your ability with the learning outcomes: Evaluate a systems-based approach that builds coherence through a standards-based curriculum and instructional model and Rationalize the utilization of standards for learning & teaching. Additionally, this discussion is your opportunity to demonstrate mastery of Course Learning Outcome 1: Develop an accountability system for a school culture and instructional program supporting standards-based teaching and learning and demonstrate your mastery of the MAED Program Learning Outcomes 6 and 8. According to Ash & D’Auria (2013), there are several benefits of becoming a learning system, all which align with and support professional learning. Part of functioning as a learning system involves the integration and alignment of professional learning standards. Stephanie Hirsch, Executive Director of Learning Forward has deep and far-reaching connections to many entities of education as well as direct, professional ties with one of our authors, Shirley Hord. In this discussion, you have the opportunity to hear from Dr. Hirsch herself about the recently redesigned Professional Learning Standards. Moreover, you will get an overview of the purpose, beliefs, and priorities of Learning Forward in education. This discussion has two parts explained below: Part One: Video View the Overview of Standards for Professional Learning video (4 minutes) and respond to the following;

a. Share three to four big ideas you are taking away from this video.

b. Considering the four key elements to the new stem, what do you believe is beneficial or important about having the same “stem” for the seven standards?

c. Why do YOU need to a) be the expert and advocate for the Professional Learning Standards, b) share the standards, and c) ensure they are part of planning professional development?

d. In your early opinion, what is the connection between professional standards and student learning and achievement? Curriculum and instruction?

e. How did your understanding of professional learning standards change after watching the video from when you took the poll? Share a specific example.

Part Two: Strategic Plan Read the Strategic Plan for Learning Forward.

f. What consistencies/connections did you make between their beliefs, vision, mission, and priorities and the seven Professional Learning Standards?

g. After reading this page and viewing the video, how has your knowledge of professional standards changed since taking the poll?

Guided Response: Post replies to at least two peers. Consider the big ideas they gained in Part One and compare their beliefs to yours regarding the “stem”, their reasoning for being the expert and advocate of Professional Learning Standards, sharing of these standards, and why ensuring Professional Learning Standards are part of planning for professional development. In your replies, consider asking questions of peers about their responses to encourage further conversation. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

Assignment To complete the following assignment, go to this week's Assignment link in the left navigation.

Teacher Development Model This assignment is your opportunity to demonstrate your ability with the three learning outcomes for the week: Evaluate a systems-based approach that builds coherence through a standards-based curriculum and instructional model, Rationalize the utilization of standards for learning & teaching, and Develop strategies for evaluating instructional programs. Additionally, this assignment supports Course Learning Outcome 1: Develop an accountability system for a school culture and instructional program supporting standards-based teaching and learning and reinforces Program Learning Outcome 6: Professional Growth, Leadership, and Ethical Practice in the 21st Century. For this assignment, you will use the following scenario for context:

After taking the poll at the beginning of the in-service, watching the video from Dr. Hirsch from Learning Forward, and discussing the Professional Learning Standards, your principal breaks you into small groups to view a short video of a “model” school featuring their approach to professional development and evaluation of their instructional program. Following the video, you are to reflect on what you viewed and heard, share and collect your group members’ observations, and provide your feedback in a short PowerPoint presentation (or similar) to re-share with your entire faculty for a large-scale discussion. The goal for the principal is to gauge the level interest and need from the faculty regarding professional development and perhaps, move to a more collaborative model. Next, you will assume the role of a teacher- participant in a small group. As you view the video Teacher development: Fueling teachers to go high- tech , (4:56 min) take notes on the points outlined below to inform what you will include in a presentation to share with your colleagues.

Instructions Create your assignment to meet the content and written communication expectations below. Content Expectations

a. Presentation Slides (1 point) Five-to-seven slides including a title and reference slide that are free of excessive illustrations and text. Be sure to cite the video on the references slide as well as at least one other scholarly source within the body of your text as on your references slide.

b. Teacher Support and Development Observations (3 points) Provide a minimum of three specific examples of your observations of what is done collectively to support the planning for support, implementation of supports (training, etc.), and evaluation of their instruction and instructional program. Address each of these areas:

· Planning of support

· Implementation of support

· Evaluation.

c. Teacher Support and Development Effect (1 point) By considering your participants as well as your own observations, describe the effect these approaches have on their teaching and the effect faculty, in turn, say it has on students.

d. Recommendations (2 points) Of the numerous ways teachers are supported, discuss a minimum of three approaches you would like your school to employ and how you believe it could potentially be helpful to both faculty and students.

Written Communication Expectations

a. APA Formatting (0.5 point) Use APA formatting consistently throughout the assignment.

b. Syntax and Mechanics (0.5 point) Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Review and Submit the Assignment Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the courseroom for evaluation no later than day 7 of the week. Recommendation Save your work! You may wish to incorporate this project into your learning in another course (e.g., EDU689 or the Capstone course, EDU 695). Since eCollege does not grant students access to previously completed courses for long, it is strongly recommended that you save your key assignments on a flash drive or store them though cloud-based software such as Dropbox, Google Drive, or something similar.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.