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Section IV.The Planning,Implementationand Evaluation ofProfessional LearningMissouriProfessionallearningguidelinesfor student successRevised March 2020
Section IV: The Planning,Implementation and Evaluationof Professional LearningIn this section:Defining and Designing Professional Learning . 68Planning for Professional Learning. 71District Protocols . 71a. Building Level Protocols . 73b. Educator Protocols . 75c. Implications for Planning . 77d. Challenges to Overall Planning . 79The Professional Development Plan .80e.f.g.h.i.Identify student and educator learning needs . 81Identify learning outcomes .82Specify the learning opportunities. 83Identify the resources needed . 85Identify how professional learning will be evaluated .86Individual Professional Growth Plan .94Professional Learning Timeline .97Checklist for District Professional Learning Opportunities . 99
Missouri Professional Learning Guidelines for Student SuccessA. Defining and Designing Professional LearningDefining and designing effective professional learning opportunities for educators isvital to the effective classroom implementation of new knowledge, skills andstrategies that lead to increased learning for students. “Professional Learning whendesigned well, is typically interactive, sustained and customized to a teacher’sneeds. It encourages teachers to take responsibility for their own learning and topractice what they are learning in their own teaching contexts” (DistinguishingProfessional Learning, REL Pacific, 2018). Conferences, the one- or two-dayprofessional learning planned prior to school, and one-shot workshops are goodvehicles for awareness ‒ to connect educators to the latest in research andtechnology or to introduce new knowledge and strategies, but they cannot changepractice in the classroomDr. Robert Marzano claims “learning a new strategy or behavior involvesmovement through phases. To effectively move through developmental phases,teachers must have opportunities to observe and discuss expertise. Simply stated,teachers need input from sources other than themselves" (Effective Supervision,ASCD, 2011).Peter Drucker, a famous management consultant and educator, asserts, “We nowaccept the fact that learning is a lifelong process of keeping abreast of change.” Inorder for students to be college and career ready at graduation, teachers needsophistical forms of teaching to develop student competencies such as, deepmastery of challenging content, critical thinking, complex problem-solving, effectivecommunication and collaboration, and self-direction. The Missouri LearningStandards come with pedagogical challenges making it incumbent upon teachers tocontinuously learn and develop their skills to teach in ways that emphasize thestandard’ focus.Standards do not ensure student achievement, teachers with strong knowledgeand skill about how to help students reach the standards will impact achievement.- Mike SchomkerFocus, ASCD, 2011Darling-Hammond, Hyler and Gardner(2017) define effective professionaldevelopment as “structured professional learning that results in changes in teacherpractices and improvements in student learning outcomes.” Through their review ofresearch studies, seven elements of effective professional development wereidentified.Elements of Effective Professional Development/ProfessionalLearning1. Is content focused2. Incorporates active learning utilizing adult learning theory3. Supports collaboration, typically in job-embedded contexts68
4.5.6.7.Missouri Professional Learning Guidelines for Student SuccessUses models and modeling of effective practiceProvides coaching and expert supportOffers opportunities for feedback and reflectionIs of sustained duration.Effective professional development incorporates all or most of these elements.When designing professional learning opportunities, Professional DevelopmentCommittees (PDC) should consider the goals for the learning experience, thecharacteristics of the learners, the comfort of the learners with each other and withthe content, the work environment, the availability of resources, and the magnitudeof the expected change in educator behavior and practice. The design shouldinclude opportunities to work collaboratively with other teachers; to observe inother classrooms; time for practice and feedback; and a mechanism forbenchmarking progress and evaluating learning outcomes.According to Hayes Mizell (2010), effective professional learning must beembedded in the daily work of teachers and provide opportunities for teams toengage in focused learning around specifically identified student needs.Good teaching is not an accident. While some teachers are naturally moregifted than others, all effective teaching is a result of study, reflection,practice and hard work. A teacher can never know enough about how astudent learns, what impedes the student's learning, and how the teacher'sinstruction can increase the student's learning. Professional development isthe only means for teachers to gain such knowledge. Whether students arehigh, low or average achievers, they will learn more if their teachersregularly engage in high-quality professional development .School leaders improve with study, reflection, practice, and hard work.Their learning supports not only teachers' learning, but students' as well.When leaders know how to engage teachers, support staff, and studentsin effective learning, the school becomes the center of learning for alladults and students."- Hayes MizellWhy Professional Development MattersLearning Forward, 2010Effective professional learning is job-embedded, collaborative, and sustained overtime. Research has found that it takes 49 or more hours of effective professionallearning to see results for students. Learning Forward reports that the researchabout effective schools identifies two common characteristics that consistentlyappear in schools with substantial student learning gains ‒ collaboration andprofessional learning.69
Missouri Professional Learning Guidelines for Student SuccessThe effectiveness of professional development depends on howcarefully educators conceive, plan and implement it.- Hayes MizellWhy Professional Development MattersLearning Forward, 2010From current research, we now know that in order to have teachers andstudents learning at high levels, professional development needs to shift asfollows:FROM:TO: Focus on teacher needs only Focus on student learning needs and what learning teacherswill need in order to help students learn at high levels Focus on individual development Focus on individual, school, and system-wide learningand improvement (CSIP, SIP)* Transmission of knowledge, skills, strategies Inquiry for teaching and learning Pull-out training Job-embedded learning Generic teaching skills Combination of content knowledge and content- specificpedagogy Fragmented, piecemeal, one-shot Driven by clear, coherent, long-term strategic plan District direction and decision-making School direction and decision-making in alignment with theCSIP Professional developers as trainers Professional developers as coaches, consultants and mentors Professional development s some people'sjob Professional learning a everyone's job Professional development for teachers Professional learning for everyone Professional development as a frill Professional learning as essential Professional development for teacherimprovement Professional learning for the community of learners insupport of student success Awareness and one- or two-session workshops Professional learning that provides adequate time (49 hours) for learning, practice and adequate follow-up Individual decisions Collegial discussions and decisions Individual/general applications Engaging and supported "thin slices" of learning Professional development withoutaccountability for student achievement Professional learning that sets student learning outcomeswhich define equitable expectations for all students toachieve at high levels and holds educators accountable forimplementing appropriate strategies to support studentlearning.***CSIP is the Comprehensive School Improvement Plan; SIP is the School Improvement Plan.**Learning Forward, Standards for Professional Learning (2011) Learning Forward, Oxford, OH70
Missouri Professional Learning Guidelines for Student SuccessB. Planning for Professional Learning1. District Protocols for Professional Learninga. Planning District Needs Assessment: Annually, the district identifiesprofessional learning needs through a school-by-school analysis ofdisaggregated student achievement by content area and skills, behaviordata, survey of teacher needs, and other district data. Generating a District-wide Professional Development Plan: Basedon professional learning needs identified through the educatorevaluation system, the PDC, in collaboration with district leaders,generates a district-wide Professional Development Plan that is researchand/or evidence based, specifies how the plan will be evaluated, andaligns with Standards for Professional Learning, identified student andeducator learning needs, educators’ level of development, SchoolImprovement Plans, and other district performance indicators. Research/Evidence Basis: The district’s professional learning is basedon research- and/or evidence-based instructional and interventionstrategies proven to increase student achievement. Content Standards for Student Outcomes: The district’s professionallearning supports implementing state-adopted content standards forstudent outcomes. Integration of Initiatives: Professional learning supports educators inaddressing professional learning needs identified through educatorevaluation integrating and using federal, state, and district initiatives incontent, instruction, and intervention strategies to increase studentachievement. Leadership Development: The district supports professional learningthat develops, maintains, and improves the leadership competencies andskills of instructional leaders.b. Learning Learning Communities/Collaboration: High qualityprofessional development creates space for teachers to shareideas in job-embedded contexts that relate new instructionalstrategies to teachers, students and classrooms. The districtsupports and encourages professional learning in collaborativeteams of educators. Content Focused: Professional learning focuses primarily onteaching strategies associated with specific curriculum,supports teacher learning within their classroom contextsdeveloping both content knowledge and content-specificpedagogy. Learning Strategies: Professional learning uses strategies aligned withthe intended goals and objectives; applies knowledge of human learning71
Missouri Professional Learning Guidelines for Student Success and change; and includes modeling of research- and/or evidence-basedinstruction, practice, and classroom-based feedback as part of theeducator evaluation process.Sustained Professional Learning: Professional learning is adequatelysustained and rigorous to ensure learning for participants that leads tohigh fidelity classroom implementation for student achievement.Use of Technology: Technology, including distance learning, supportsand enhances professional learning as appropriate and the applicationand assessment of that learning as appropriate.Time Resources: Sufficient time within the work day is available andused for professional learning.District Support: The district recognizes and supports professionallearning as the key strategy for improving teaching quality and studentlearning.c. Implementing Implementation of Learning: The district PDC provides anaccountability for learning support system to facilitate implementationof professional learning in the workplace. Coaching and Mentoring: The district provides mentoring and/orcoaching for all educators to ensure high-fidelity classroomimplementation of professional learning, with the assistance continuingas needed until educators implement the learning with comfort andaccuracy.d. Evaluating Implementing the Professional Development Plan: The PDCconducts an ongoing formal evaluation of the degree of fidelity withwhich the district’s plan is implemented. Implementation of Learning: The PDC evaluates district-levelprofessional learning to assess the level of high-fidelity implementationin the work place. Changes in Students: The district PDC assesses the impact ofprofessional learning on student performance. Evaluation Measures: The district PDC uses summative and formativedata from state standardized student achievement measures, whenavailable, and other measures of student learning and behavior such asdistrict achievement tests, progress monitoring, educator-created tests,action research results, discipline referrals, and/or portfolios of studentwork to assess the impact of professional learning. Use of Results: The PDC reviews district and school-level evaluationdata as part of the needs assessment process for the subsequent schoolyear’s professional development planning in order to eliminateineffective programs and strategies and to expand effective ones. Fiscal Resources: The district documents that sufficient fiscalresources are used to support professional learning that aligns withschool and district goals.72
Missouri Professional Learning Guidelines for Student SuccessStudent Gains: The district demonstrates an overall increase in studentachievement based on student achievement data.2. Building level protocols for professional learninga. Planning Building Level Needs Assessment: Annually, the school level PDC incollaboration with building leaders, identifies professional learningneeds through a classroom-by-classroom analysis of disaggregatedstudent achievement data by content and skill areas, subgroups needingspecial assistance, and other school data. Reviewing Professional Growth Plans: The building leader meetswith individual educators to review the Individual Professional GrowthPlans and identify additional individual professional learning needsbased on performance evaluation data and priorities for students, gradelevels, school, content areas, or the whole school. Reviewing Annual Performance Appraisal Data: The building leaderuses information from annual performance evaluations of educators toidentify professional learning needs for individuals, teams, or wholeschool faculty. Generating a School-wide Professional Development Plan: As part ofthe Building Improvement Plan and in collaboration with the district’sProfessional Development Committee, the building leader, and theBuilding level PDC, develop a school-wide professional learning planaligned to identify classroom-level needs for student achievement,responds to educators’ level of development, and specifies how the planwill be evaluated. Individual Leadership Growth Plan: Building leaders create andimplement Individual Leadership Growth Plans (ILGP) that are based onschool and classroom disaggregated student achievement and behaviordata and the needs of student groups not making AYP, and containclearly defined professional learning goals that specify measurableimprovement in student performance, improvements in teachereffectiveness, changes in leader practices resulting from professionallearning, and an evaluation plan that determines the effectiveness of theILGP.b.Learning Learning Communities: School-based professional learning occurs incollaborative teams of adults whose goals are aligned with the team,building, and district goals for student achievement. Content Focused: Professional learning focuses primarily ondeveloping content knowledge and content-specific pedagogy andinterventions in the content areas specified in the School ImprovementPlan. Learning Strategies: Professional learning uses strategies alignedwith the intended goals and objectives; applies knowledge of human73
Missouri Professional Learning Guidelines for Student Success learning and change; and includes modeling of research- and/orevidence-based instruction, practice, and classroom-based feedback.Sustained Professional Learning: Professional learning isadequately sustained and rigorous to ensure learning for participantsthat leads to high fidelity classroom implementation for studentachievement.Use of Technology: Technology, including distance learning, supportsand enhances professional learning as appropriate and the applicationand assessment of that learning as appropriate.Time Resources: Sufficient time within the work day is available andused for professional learning.c.Implementing Implementation of Learning: The PDC provides an accountability forlearning support system to facilitate implementation of professionallearning in the workplace. Coaching and Mentoring: The school provides mentoring and/orcoaching for all educators to ensure high-fidelity classroomimplementation of professional learning, with the assistancecontinuing as needed until educators implement the learning withcomfort and accuracy.d.Evaluating Implementing the Professional Learning Plan: The PDC conductsan ongoing formal evaluation of the degree of fidelity with which thebuilding’s plan is implemented. Implementation of Learning: The PDC, in collaboration with thebuilding leader, evaluates building-level professional learning toassess the level of high-fidelity implementation in the work place. Changes in Students: The PDC in collaboration with the buildingleader or leadership team, assesses the impact of professional learningon student performance. Evaluation Measures: The building PDC uses summative andformative data from state standardized student achievementmeasures, when available, and other measures of student learning andbehavior such as building common assessments, progress monitoring,educator-created tests, action research results, discipline referrals,and/or portfolios of student work to assess the impact of professionallearning. Use of Results: The PDC reviews district and building-levelevaluation data as part of the needs assessment process for thesubsequent school year’s professional development planning in orderto eliminate ineffective programs and strategies and to expandeffective ones.74
Missouri Professional Learning Guidelines for Student Success Student Gains: The school demonstrates an overall increase instudent achievement based on student achievement data.3. Educator Protocols for Professional Learninga. Planning Individual Needs Assessment: The educator identifies individualprofessional learning goals aligned to educator standards and indicatorstargeting student learning needs by reviewing certification needs,classroom-level disaggregated student achievement and behavioral datarelate
Why Professional Development Matters Learning Forward, 2010 Effective professional learning is job-embedded, collaborative, and sustained over time. Research has found that it takes 49 or more hours of effective professional learning to see results for students. Learning Forward reports that the research
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
