Tiffany Clarke, MPATiffany Clarke, MPANASBHC Training of Training NASBHC Training of Training

April 21-23, 2008April 21-23, 2008

Research Research andand Best Practices: Best Practices:

Building a Framework for Effective Building a Framework for Effective Professional DevelopmentProfessional Development

ObjectivesObjectives

Examine selected professional development research findings

Identify the implications of professional development research as it applies to adult change, training design, and training strategies

Individualized Technical Individualized Technical AssistanceAssistance

Tailored assistance to meet site-specific needs with collaborative communication between a specialist and the site. Assistance takes into account site-specific circumstances and culture, and can be provided through phone, email, mail, internet, or in-person meetings.

Professional DevelopmentProfessional Development

Those processes and activities designed to enhance the professional knowledge, skills and attitudes of educators and others who work with youth, so that, they might in turn improve the learning and health outcomes of children and adolescents.

(CDC-DASH Definition)

Professional DevelopmentProfessional Development

Professional development is consciously designed to actively engage learners and includes the planning, design, implementation, evaluation and follow-up of professional development events ( training, workshops, conferences, web-based learning, coaching/mentoring).

(CDC-DASH Definition)

Think of a time when you successfully Think of a time when you successfully changed practice or adapted a new changed practice or adapted a new strategy of work related trainingstrategy of work related training

What was the change?

What caused you to try something new?

What caused you to sustain the change?

Adult Change Adult Change

Change in Beliefs and Attitudes

Change in Learning Outcomes

Change in Practices

The Process of Adult ChangeThe Process of Adult Change

Staff Development

Change in Teachers Practices

Change in StudentOutcomes

Change in Beliefs and Attitudes

How People LearnHow People Learn

Knowledge

Skill Transfer

Most significant outcome of any staff development effort:

Change in Knowledge and Practice

What does it take?

Components of Effective Staff Components of Effective Staff Development Development

Exploration of TheoryDemonstration or Modeling of the New

Strategy Practice of the Skill Under Simulated

Conditions, with FeedbackPeer Coaching/Monitoring Follow-up and Support

First & Second Order ChangeFirst & Second Order Change

First order Change Second Order Change

An extension of the past A break with the past

Within existing paradigms Outside of existing paradigms

Consistent with prevailing values and norms

Conflicted with prevailing values and norms

Focused Emergent

Bounded Unbounded

Incremental Complex

First & Second Order ChangeFirst & Second Order Change

First Order of Change Second Order of Change

Linear Non Linear

Marginal A disturbance to every element in the system

Implemented with existing knowledge and Skills

Requires new knowledge and skills to implement

Problem and Solution Oriented

Neither Problem nor Solution Oriented

Implemented by Experts Implemented by Stakeholders

Knowledge TaxonomyKnowledge Taxonomy

Experiential Knowledge Declarative Knowledge

Procedural Knowledge

Contextual Knowledge

Knowing why this is important

Knowing what to do

Knowing how to do it

Knowing when to do it

Activity DirectionsActivity Directions

1. Think about your Professional Development Event in the context of the Order of Change

2. For each domain, highlight the Order of Change that best reflects the objectives of your Professional Development event.

The Implementation DipThe Implementation Dip

ReflectionsReflections

Reflect for a moment on what we have covered in the Research/Best Practice module

Jot down three things learned that you wish to apply to your work