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Professional Development Implementation Team

Professional Development Implementation Team. January 28, 2013. “Professional development” means. a comprehensive , sustained and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement-

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Professional Development Implementation Team

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  1. Professional Development Implementation Team January 28, 2013

  2. “Professional development” means • a comprehensive, sustained and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement- Learning Forward

  3. Iowa Professional Development Model (IPDM) • Student achievement data and analysis; • Theory; • Classroom demonstration and practice; • Observation and reflection; • Teacher collaboration and study of implementation; and • Integration of instructional technology, if applicable;

  4. At times implementation is artificial.   How do we define what formative/summative success looks like? We are not consistently implementing a model of theory, demonstration, practice, feedback and coaching. What are the core implementation models being used across AEA 267 PD courses? We don’t know what the research says about implementation. Is there a model being used that will get the results that we are looking for?

  5. Root Causes Focusing on improving the support given for implementation of professional development with integrity: • Inconsistent expectations from all levels of administration • Expectations of who is responsible for implementation AEA/LEA • Lack of accountability

  6. How do we move from a an abstract promise to successful reality?

  7. Need for a purposeful plan for change

  8. Implementation Goal Develop a way to monitor the quality and level of implementation around coreworks; incorporating processes to support participants in implementingwith fidelity and monitor the level of implementation across time to ensure fidelity levels equal the levels desired by the developers.

  9. Research behind Implementation • Implementation Research: A Synthesis of the Literature; Fixsen, Naoom, Blase,Friedman, and Wallace • Implementing Change Hord and Hall

  10. Concerns- Based Adoption Model

  11. Concerns-Based Adoption Model 3 Dimensions: • Innovation Configuration Maps (IC)– Identify what the change is and what it will look like when it is implemented in the envisioned way • Stages of Concern (SoC)-Understanding feelings and perceptions about change, the affective side of change – people’s reactions, perceptions, and attitudes • Levels of Use (LoU)-Portrays how people are acting with respect to a specified change

  12. Innovation Configuration

  13. Levels of Use

  14. Concerns-Based Adoption Model • A systematic way to support implementers • Set of research verified tools that can be used to develop insights and skills needed to achieve successful change

  15. Action Plan: • Training in the Concerns-Based Adoption Model (CBAM)

  16. Activity 1a: • Develop purpose of CBAM implementation and information around the AEA 267 Audit process; helping CIT, Leadership teams and CBAM trainees understand the “why”

  17. Activity 1b: • Identify initial coreworks that will use the CBAM process • Identify who is trained in CBAM • Director Selection of CBAM trainees

  18. Activity 1c: • Provide overview training, understanding of CBAM for our subgroup and the entire CIT. • What will be the intended outcomes? • What will be the content? • Who will be the audience? • Who will be the trainer? • When will this take place?

  19. Activity 1d: • Find trainer that must be willing to train us as well as be a coach in the process. • Identify criteria for selection • Recruit a trainer • Logistics

  20. Activity 2a: • Concerns-Based Adoption Mode professional development withthe regional leadership teams. • instead of suggesting a specific date, we would like to have discussions with the other sub-groups around a long range professional development plan incorporating all 3 areas (early literacy & numeracy & B areas/barriers) • course level offering (minimum of 1 credit hour)

  21. Activity 2b: • Train the rest of the staff in the understanding of the purpose and dimensions of CBAM developing knowledge of their roles and expectations.

  22. Activity 3a: • Determine accountability for those who offer the training. • Facilitator of the learning/change with AEA 267 instructors • AEA 267 instructors facilitating learning/change with educators

  23. Activity 3b: • Develop formative and summative evaluation. • What are the questions we are trying to answer?

  24. Activity 4a: • Communication with Agency • Work with Beth Strike on a communication plan • What is the message around implementation that needs to be shared? • Who will share? • How will it be shared?

  25. Conclusion • Questions?

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