Foundations of an Early Professional Learning Plan

Week 3 - Overview The Importance of Data 

Activity	Due Date	Format	Grading Percent
Data Driven Decision Making (DDDM)	Day 3	Discussion	4
Collaborative Planning Activity (Mock PLC)	Day 3	Discussion	4
Foundations of an Early Professional Development Plan	Day 7	Assignment	7

Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.

Learning Outcomes This week students will:

1. Develop strategies for evaluating instructional programs.

2. Evaluate student learning relative to teachers’ efforts to apply concepts and practices emphasized through professional development plan.

3. Interrelate the potential impact shared beliefs, values, and vision has on enhanced teaching quality and student achievement.

4. Explain the benefits PLCs provide to principals, teachers, and students through shared responsibility and distributed leadership.

Introduction

In Week Three, we revisit Course Learning Outcome 4: Apply the concepts of collaborative professional development, shared responsibility, and distributed leadership through your hypothetical or “mock” participation as a member of a Professional Learning Community (PLC). This week you will build upon your vision statement to design a school-wide Professional Development vision statement and coordinating guiding principles. You are asked to consider the role data plays in the decision making process as well as consider its reciprocal relationship with teacher practice. Our required and recommended resources this week support both how you collaborate and what you develop. Working together in a mock PLC will give you a practical opportunity to exercise an important practice in education; collaboration! Sharing ideas, communicating effectively, reviewing data, and making decisions are all instrumental as schools and organizations work toward a common goal. Roll up your sleeves, meet your fellow collaborators, and make the most of the experience!

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.

· Chapter 4: Collaboration in All Directions (pp. 76-83).

2. Denmark, V., & Weaver, S. R. (2012, June 8).  Technical report: Redesign and psychometric evaluation of the standards assessment inventory.   Retrieved from http://www.learningforward.org/docs/standards-for-professional-learning/technical-report-redesign-and-psychometric-evaluation-of-the-standards-assessment-inventory.pdf?sfvrsn=0

· This 37 page technical report produced for the LearningForward explores the quality of the Standards for Professional Learning. The report includes data and analysis of the reliability and validity of the standards.

3. Hord, S. M., Roussin, J. L., & Sommers, W. A. (2010). Guiding professional learning communities: Inspiration, challenge, surprise, and meaning. Thousand Oaks, CA: Corwin.

· Component 2: Shared and Supported Leadership (pp.58-61).

4. Learningforward. (n.d.). Standards for professional learning: Data. Retrieved from http://learningforward.org/standards/data#.UyNCNj9dXmd

· Based on the contributions of 40 professional associations and education organizations, the site provides links to several professional learning resources, such as this page exploring the value and use of data in the LearningForward model and in relation to professional development generally.

5. Reading Rockets. (n.d.). Jigsaw. Retrieved from http://www.readingrockets.org/strategies/jigsaw

· This webpage features a “how to” page for introducing “Jigsaw” activities in the classroom. Jigsaw activities can be effective in breaking down a large/complex concept into smaller component parts, in promoting cooperative learning among students, and in teaching problem solving skills. The webpage explains this in detail, as well as a 9 minute video demonstrating its effective use in a second grade classroom.

Recommended Resource

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

· Chapter 5: Capacity Building for All Educators.

2. International Center for Leadership in Education (n.d.). Guiding principles. Retrieved from http://0044760.netsolhost.com/guiding_princ.shtml

· Experts in the field of Leadership in Education, Bill Daggett and Ray McNulty founded the International Center for Leadership in Education in 1991. They and the staff of keynote speakers, consultants, and trainers share their expertise in the management of change, achieving high standards, curriculum development, and customized solutions for clients. The premise of their work is based on the every changing world that students must be prepared to live and work in and how educational systems must and adapt to support those changes.

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

1. Data Driven Decision Making (DDDM) This discussion is your opportunity to demonstrate your ability with the learning outcomes Develop strategies for evaluating instructional programs, and Evaluate student learning relative to teachers’ efforts to apply concepts and practices emphasized through professional development plan. Additionally, this discussion is your opportunity to demonstrate mastery of Course Learning Outcomes 1 and 3 and the MAED Program Learning Outcome 6: Professional growth, leadership, and ethical practice in the 21st Century.  According to the Learning Forward video presentation with Erin Brooks, Education Program Specialist at Arizona Department of Education, if student scores are expected to increase, then teachers’ practices have to change. By collecting and analyzing data in a variety of forms, sound decisions can be made regarding instruction and ultimately, impact student achievement.

Initial Post  This discussion includes two parts detailed below:

a. Part One View the video on the Data Standard (8 min) of Professional Learning and read the information on the same page regarding the value of analyzing student, educator, and system data. Next, discuss between three and five take-aways regarding:

· Perceptions of professional learning, 

· Assessing progress,

· Evaluating professional learning.

b. Part Two Preview the  Technical report: Redesign and psychometric evaluation of the standards assessment inventory.  Based on the eight questions, respondents must consider regarding data (pp. 25-26), what do you gather is pertinent for schools to consider and implement with regard to data? Choose one of the eight factors of data revealed in the questions and share how it might be applied in our hypothetical school scenario.

Guided Response: Reply in depth to two peers. Compare and contrast their identified “take-aways” to your own. Provide specific feedback regarding their idea to implement one of the eight ways to utilize data in our school scenario. In your reply, consider asking questions of peers about their responses to encourage further conversation. Compare and contrast their identified “take-aways” to your own. Provide specific feedback regarding their idea to implement one of the eight ways to utilize data in our school scenario. Though a minimum number of 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.

2. Collaborative Planning Activity (Mock PLC) This discussion is your opportunity to demonstrate your ability with the learning outcomes: Evaluate student learning relative to teachers’ efforts to apply concepts and practices emphasized through professional development plan; Interrelate the potential impact shared beliefs, values, and vision has on enhanced teaching quality and student achievement; and Explain the benefits PLCs provide to principals, teachers, and students through shared responsibility and distributed leadership. Additionally, this discussion is your opportunity to demonstrate mastery of Course Learning Outcomes 3 and 4 as well as MAED Program Learning Outcomes 4 6, and 8. At your school’s next professional development opportunity, your principal reveals that based on district research, pilot studies, and teacher and administrator feedback, Professional Learning Communities (PLCs) will be adopted as one major mode through which professional learning will occur. To prepare for the formal assignment for this week, you will work collaboratively with a team (mock PLC) to identify roles and responsibilities of each member, complete the group agreement document, and use an instructional/learning strategy known as Jigsaw method to complete and share assigned portions of the assignment.  Initial Post  Your instructor for this course will place you in predetermined small groups of three to four participants. This will be posted in the discussion area for the week and/or included it in the weekly announcement. You will assume roles as PLC members for our school scenario to complete the following within the discussion forum. Identify a project manager (by group consensus). In a single post in the discussion forum, the project manager will: 

a. Post your group name.

b. List group members, roles, and responsibilities for completion of assignment.

c. Complete and attach the group agreement form with agreed upon deadlines.

Team members will provide the required information for group agreement to the project manager by midnight on Wednesday of Week Three. Also, team members will provide assigned component of assignment via attachment to forum no later than midnight Thursday (Day 3), allowing the project manager ample time to compile everything and disseminate to group members for assignment completion.  For this discussion, the points earned stem from two things:

d. Your representation on the group agreement form.  

e. Your shared document with the information from the assignment you were tasked with.

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

Foundations of an Early Professional Learning Plan This assignment provides the opportunity to demonstrate mastery of the learning outcomes Interrelate the potential impact shared beliefs, values, and vision has on enhanced teaching quality and student achievement, and Explain the benefits PLCs provide to principals, teachers, and students through shared responsibility and distributed leadership. Additionally, this assignment supports Course Learning Outcome 4 as well as MAED Program Learning Outcomes 4, 6, and 8. Instructions Begin by reviewing the following scenario for context in writing your assignment: At your school’s next professional development opportunity, your principal reveals that based on district research, pilot studies, and teacher and administrator feedback, Professional Learning Communities (PLCs) will be adopted as one major mode through which embedded professional learning will occur. As a result, you are asked to prepare ahead of time for your first PLC by reading Component 2, pages 58-61 from the text your principal has purchased for all faculty, to serve as a guide: Hord, S.M., Roussin, J.L., Sommers, W.A. (2010). Guiding professional learning communities: Inspiration, challenge, surprise, and meaning. Thousand Oaks, CA: Corwin. Next, using the information researched and provided by each group member and shared in the Discussion Two forum, you will assume roles as PLC members for our school scenario and come prepared to your first PLC having completed the assigned reading. The objective is for you to demonstrate to your principal and the other PLCs your collective understanding of school wide PLCs, specifically, the five research-based dimensions. Your principal has already covered dimension one, shared and supported leadership as well as part of dimension three by establishing supportive structural conditions through built in PLC time during pre-scheduled professional development. Therefore, your PLC is responsible for identifying how dimensions 2, 3 (relational), 4, and 5 can/will be practiced.  Your group must address the following points and share it in a combined, single presentation document for which one member is responsible for compiling and redistributing to members. Each member of the group should have their respective work/section clearly labeled on the coordinating slide(s) for easy identification and each group member will submit the completed group presentation to the assignment basket for grading. Each person should label their assignment with their group name when uploading for grading. It is suggested Google Drive be utilized to create a SINGLE presentation for which each group member will contribute to. Write your assignment to meet the content and written communication expectations below. Content Expectations

a. Presentation Slides (0.5 points) Using the software of your choice, create a 7-10 slide presentation that is free of excessive illustrations and text; use high contrast colors for readability; include a title slide with group name and all members’ names listed. A references slide with at least one reference per topic is required. See this example PowerPoint presentation as a guide.

b. Dimension 2: Shared beliefs and vision (2 points) In one or two slides, create a shared school vision: Include the three elements identified by Hirsch and Hord (2013, p.58). Additionally, create 5-7 Guiding Principles of Professional Learning (Development): You must research existing examples of guiding principles from educationally-based and other related sources and include essential elements of guiding principles. One resource to consider comes from the International Center for Leadership in Education. This is just one source. You should stem your decisions based on at least one other source offering direction on the construction of guiding principles.

c. Dimension 3: Supportive relational conditions (1.5 points) In one slide, together, construct PLC “norms” for which your PLC members agree to operate under. Consideration of respect, positive esteem, and trusting of each other should be included. These should be limited to between three and five norms.

d. Dimension 4: Intentional, collegial learning (1 point) In one to two slides explain how your PLC will use student-data from formative and summative assessments and other sources to determine high student performance and where unsatisfactory performance needs attention.

e. Dimension 5: Shared Practice (1 point) In one to two slides, devise a practical and succinctly described plan outside of pre-schedule professional development time for the sharing of personal practice between PLC members and between other PLCs through follow up, coaching, and observations.

Written Communication Expectations

a. APA Formatting (0.25 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. 

c. Source Requirement (0.25 point) References four scholarly sources in addition to the course textbooks, providing compelling evidence to support ideas. All sources on the references slide need to be used and cited correctly within the body of the presentation.

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.