Quick Reference Guide Ohio Standards For Professional .

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Quick Reference GuideOhio Standards for Professional DevelopmentAbout the StandardsCreating a system of effective professional learning is one way that school systems can support alleducators and encourage improved teaching and learning. Ohio’s Standards for ProfessionalDevelopment define the essential elements of a strong professional learning system. To ensure that thestandards represent best practices and research in the field, Learning Forward’s Standards forProfessional Learning serve as the foundation of this document.The Ohio Standards for Professional Development take a systems perspective; they describe whatoccurs within an effective system of professional learning. Ohio’s schools and districts will find thestandards useful as they implement strong systems of professional learning to support all educators.Research shows that effective professional learning impacts teacher performance as well as studentachievement. These standards do not represent a new requirement for Ohio’s schools and districts.Instead, they are designed to support what effective schools and districts are already doing and help alleducators integrate authentic professional learning into their regular routines. Together, professionallearning standards for teachers and Ohio’s new learning standards for students are designed to work inconcert to meet the primary goal: enhanced student learning.The Relationship between Professional Learning and Student LearningResearch shows the link between professional learning, teacher skill and student results.High-Quality ProfessionalDevelopmentImproved Knowledge,Skills, and PracticesGains in Student Learning1. To have impact, professional learning must be high quality. For professional development to behigh quality, school systems, schools and education leaders must organize coherent, sustainedlearning. Learning must align with standards. Learning must take place within a collaborativesystem with shared accountability.2. Professional learning can change what educators know, do and believe. By engaging in contentfocused, carefully constructed professional learning, educators gain knowledge and skills. Whenthey operate within a collaborative, supportive system, educators can take these newunderstandings and skills back to the classroom where they will implement and sustain improvedclassroom instruction.3. Deeper knowledge, improved skills and enhanced classroom instruction all can work together toproduce gains in student learning.Quick Reference Guide - Ohio Standards for Professional Development April 2015 Page 1

Ohio Standards for Professional DevelopmentProfessionallearning thatincreaseseducatoreffectiveness andresults for allstudents Standard 4:Data requires the useof a variety ofsources and typesof student, educatorand system data toplan, assess andevaluateprofessionallearning.Standard 1:LearningCommunities occurs withinlearningcommunitiescommitted tocontinuousimprovement,collectiveresponsibility andgoal alignment.Standard 5:Learning Designs integratestheories, researchand models ofhuman learning toachieve its intendedoutcomes.Standard 2:LeadershipStandard 3:Resources requires skilled requires prioritizing,teacher leaders and monitoring and coordinatingadministrators whoresources for educator learning.develop capacity,advocate and createsupport systems forprofessionallearning.Standard 6:Implementation applies researchon change andsustains support forimplementation ofprofessionallearning.Standard 7:Outcomes aligns its outcomes witheducator performance andstudent curriculum standards.Ohio Standards for Professional DevelopmentProfessional learning that increases educator effectiveness and results for all students Standard 1: LearningCommunities occurs within learningcommunities committed tocontinuous improvement, collectiveresponsibility and goal alignment.Standard 2: Leadership requires skilled teacher leadersand administrators who developcapacity, advocate, and createsupport systems for professionallearning.Standard 3: Resources requires prioritizing, monitoringand coordinating resources foreducator learning.Core Elements: Engage in continuous improvement Develop collective responsibility Create alignment and accountabilityCore Elements: Develop capacity for learning and leading Advocate for professional learning Create support systems and structuresCore Elements: Prioritize human, fiscal, material, technology and timeresources Monitor resources Coordinate resourcesQuick Reference Guide - Ohio Standards for Professional Development April 2015 Page 2

Standard 4: Data requires the use of a variety ofsources and types of student,educator and system data to plan,assess and evaluate professionallearning.Standard 5: Learning Designs integrates theories, research andmodels of human learning toachieve its intended outcomes.Core Elements: Analyze student, educator and system data Assess progress Evaluate professional learningStandard 6: Implementation applies research on change andsustains support for implementationof professional learning.Core Elements: Apply change research Sustain implementation Provide constructive feedbackCore Elements: Apply learning theories, research and models Select learning designs Promote active engagementStandard 7: OutcomesCore Elements: aligns its outcomes with educator Meet performance standardsperformance and student curriculum Address learning outcomesstandards. Build coherenceAssumptions of the StandardsOhio’s new standards were written with the following assumptions: All educators are responsible for their continued professional learning.All educators are focused on increasing their effectiveness to enhance student learning.Equity and excellence are the shared goals for all students and educators.Shifts in the StandardsOhio’s new expectations for educators’ professional learning reflect a number of shifts in ourunderstandings of what constitutes effective professional development.1. Effective professional development can occur within learning communities. When teacherscollectively share the responsibility for students’ success – by actively participating in teacherlearning teams – professional learning is sustained and has impact on classroom practices.2. Resources are not always external experts or increased funds. Maximizing resources mightmean tapping the expertise of teacher leaders within a school system or identifying more efficientscheduling systems so there is time within the school-day for learning teams to meet andcollaborate.Quick Reference Guide - Ohio Standards for Professional Development April 2015 Page 3

3. Professional learning targets are determined by varied sources of data and the impact ofprofessional learning is evaluated using varied types and sources of students, educator, schooland system data.Finally, readers will notice that throughout the document, the phrase professional learning is often usedin place of professional development. As the Learning Forward website states, this decision “signals theimportance of educators taking an active role in their continuous improvement and places emphasis onthe learning.” Effective Professional Development Should Be selected based on analysis of data as well as individual and system goals.Occur over one or multiple sessions, with long-term focus and follow-up.Focus on the day-to-day work of educators (school-based and job-embedded).Be content-specific and individualized.Make use of internal expertise.Be delivered in varied modes, including through learning communities or teacher teams.Focus on implementation of new approaches.Include evaluation of providers and participants.Focus on sustaining change over time, supported by continuous feedback.Intended Audiences and Suggestions for UseWhile the primary audience for these standards will be those responsible for implementing systems ofprofessional learning in their schools or districts, they are written for multiple audiences includingplanners, providers, participants and evaluators of professional learning. Individuals and organizationswill find them useful in the following ways.Guiding QuestionsFor questions targeted to each audience below, see the Guiding Questions document on the OhioStandards for Professional Development page at education.ohio.gov.)IndividualThe standards will guide educators in designing their individual plans forEducatorsprofessional learning and identifying effective professional learning opportunities.School andSchool and district leaders responsible for designing, implementing and evaluatingDistrictsystems of professional learning should use the standards to design, implementLeadersand evaluate the system’s professional learning program.LocalMembers of local professional development committees will use the standards toProfessional help educators create individual plans and to evaluate the plans of individualDevelopment educators.CommitteesMembers ofMembers of higher education institutions should plan course offerings for educatorsHigherthat align with the characteristics of high-quality professional learning.EducationExternalExternal vendors of professional learning should use the standards to ensure thatVendorsthey offer Ohio educators high-quality professional learning opportunities.The standards ensure that all professional learning is connected and aligned towards the goal ofincreasing student learning.Quick Reference Guide - Ohio Standards for Professional Development April 2015 Page 4

Additional Tools and ResourcesAn effective system of professional learning for educators can have strong impact on teacher practiceand student achievement. To commit to these standards, effective school systems must create a cultureof inquiry, in which all feel a shared responsibility and a commitment to continuous improvement. Thesesystems will prioritize collaboration and shared leadership, and support meaningful professional learningwith adequate resources. Successful implementation will occur within a system of accountability,focused on measurable data and results. “Using the standards to shape more effective professionallearning will require study, thought, discussion and planning.” (Learning Forward, Standards forProfessional Learning). To assist educators in using the standards, the Ohio Department of Educationoffers a variety of tools and resources. Resources from Learning Forward also will be helpful for Ohioeducators. For more information, go to www.learningforward.orgQuick Reference Guide - Ohio Standards for Professional Development April 2015 Page 5

Quick Reference Guide - Ohio Standards for Professional Development April 2015 Page 4 3. Professional learning targets are determined by varied sources of data and the impact of professional learning is evaluated using varied types and sources of students, educator, school and system data.

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