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Gifted Academy 5: Professional Learning in
Gifted Programs2014
Mary SchmidtGifted Education Consultant
Heartland [email protected] ext. 14375
http://pdingt.pbworks.com
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Essential Questions
What is Professional Learning?What Professional Learning do
we need?How do I develop/deliver
Professional Learning?How do I know Professional
Learning is making a difference?
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Learning TargetsI can… Assess staff needs for professional learning that will
enhance comprehensive gifted programming Identify and choose models and types of
professional learning most appropriate in a given situation
Identify effective professional learning practices for adult learners
Align professional learning with other components required by Iowa Code (Ch. 12, IAC) and national standards
Evaluate g/t staff development
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AGENDAIntroductions, reviewTeacher attitudes and mindsetCharacteristics of adult learnersProfessional learning standardsPlanning for professional learningProfessional learning as complex
changeEvaluating staff development
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COURSE REQUIREMENTS
100 % attendance Active participation in learning Completion of in-class activities Completion of self-assessment and action
plan Set a date for on-site instructor visit and
goals for that visit Completion of final project/presentation to
be submitted by May 16.
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NORMSSupport each other in the learning process
Monitor progress (individual/group)
Ask questions
Respect others’ viewpoints
Take time to reflect
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Recall and Review
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TEACHER ATTITUDES
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Wha
t’s
Your
M
inds
et?
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Teacher Growth States
Gourmet Omnivore
Active ConsumerPassive ConsumerReticent
Joyce & Showers
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JIGSAWForm three groupsGroup 1: research characteristics of adult learners
Group 2: research what motivates adult learners
Group 3: research teaching and learning strategies appropriate for adult learners
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ConnectionsDebrief your own PD efforts
What worked and what didn’t?How well did you address issues
pertinent to adult learners?To what extent do you feel this
made a difference? What improvements might you
make?
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How do I know Professional Learning
is effective?
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Link to Program Evaluation
Discuss with a partner how GT program evaluation and professional learning are connected.
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Talk at your tableWith regard to GT professional learning…Who wants/needs to know about
the work?What do they want to know?Why?
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Professional development core features:• Content
focus• Active
learning• Coherence• Duration• Collective
participation
Increased teacher knowledge and skills; changes in attitude and beliefs
Change in instruction
Change in student learning
Desimone, L. (2009). Core Conceptual Framework for Studying the Effects of Professional Development on Teachers and Students
From Assessing Impact webinar. www.learningforward.org
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Sample KASABSample KASABWork in small groups.Review your team’s KASAB or
identify changes you want to see as a result of a professional learning experience.
Add ideas.
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Constructing the Evaluation FrameworkInternal or External EvaluatorDecisions about the evaluation
What types of changes do we expect to see? (KASAB)
What do I want to know? (evaluation questions)
Who or what will tell me (data sources)? How will we collect evidence (data
collection methods)?
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Evaluation Framework
Types of Changes(KASAB)
Evaluation Questions
Data Sources Data Collection Methods
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Your IdeasDiscuss ways you could evaluate
your PL implementation and outcomes.
How does this information change or guide your thinking about professional learning?
Go back to your debrief of your PL and make application.
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How do I develop/deliver
Professional Learning?
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Steps to include Evidence of need Audience Learning
targets/Outcomes Format Presenter/Facilitator Content
Activities Materials Resources Expectations Assessment/
Evaluation
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Needs assessment Identify target audience Knowledge of identification procedures Understanding of program goals & options Staff selection Budgetary concerns Curriculum development Accountability and evaluation
Dettmer &Landrum, 1998
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Inservice Design
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A Creative Process
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What’s the Format?
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Starting Your PlanChoose your PL focus
What’s the rationale for this choice (need)?
Who’s the audience? Why them?What are the goals?What assumptions guide you?What results do you want?What are your action steps?
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May you live in a time of change.
--ancient Chinese curse
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Managing Complex Change
= Change
Confusion=
==
=
=
+ + + +Vision Skills Incentives ResourcesAction Plan
Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.
Anxiety
Resistance
False Starts
Frustration
+ + + +Skills Incentives ResourcesAction Plan
+ + + +Vision Incentives ResourcesAction Plan
+ + + +Vision Skills ResourcesAction Plan
+ + + +Vision Skills IncentivesAction Plan
+ + + +Vision Skills Incentives Resources
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Collaborative Teams Promote Individual and Team Growth
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Ken Blanchard on Change
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CBAM
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First or second order?Do stakeholders perceive the change as. . .
First-Order Implications Second-Order Implications
an extension of the past? a break with the past?
consistent with prevailing organizational norms?
inconsistent with prevailing organizational norms?
congruent with personal values?
incongruent with personal values?
easily learned using existing knowledge and skills?
requiring new knowledge and skills?
McREL
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Reflect upon effective professional development:
How might you differentiate a staff development session on the nature and needs of giftedness?
What type of learning experiences might benefit you most professionally?
What professional learning for teachers or administrators would most benefit gifted students in your school or district? Why?
Establish a system for documenting and reflecting upon your continuing education experiences (e.g., conventions, seminars, courses, staff developments, etc.).
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Presentation Tips & Tools
Heartland AEA Web tools searchable data base
For an alternative to PowerPoint check out http://www.prezi.com
Presentation Zen Web site Prezi overview Video overview
Facilitation strategies http://www.nsrfharmony.org/protocols.html Facilitation Strategies
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PRESENTATION
What is it?What does it
involve?
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PRESENTATION
What are you comfortable with?
What concerns you?
Is presentation alone enough?
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ConclusionAny professional can become an effective
presenter.
Knowledge is not enough.
Being able to communicate is equally important.
Investing time and effort in improving presentation and facilitation skills is always rewarded.
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FACILITATION What is it?What does it
involve?
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FACILITATION What are you
comfortable with?
What concerns you?
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CORE PRACTICES AS A FACILITATOR
Listen actively Ask questions Paraphrase to
clarify Synthesize ideas Stay on track Label sidetracks Embed strategies
Test assumptions Collect ideas Summarize
clearly Use park it Give and receive
feedback
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When do I present?
When do I facilitate?
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Staff Development Outcomes
Greater teacher awarenessBetter job of identificationMore creative differentiationTeachers feel trustedTighter alignment between gifted &
regular education Increased collegiality Permission to innovateValidation
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MAGNET SUMMARY
Fold a piece of paper into four sections.
Write the words professional learning in the center and add four key words or phrases.
Compose a summary statement.
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MEMORY MINGLE1. How will you engage in the
process following this event?2. Share in triads3. Identify connections and/or
conclusions4. Share with large group