Vicki Duff Teacher Quality Coordinator [email_address] Ronni Reed Monmouth County PD Chairperson [email_address] g
<ul><li>To establish the focus of professional learning – student achievement </li></ul><ul><li>To deepen knowledge of eff...
<ul><li>Allows groups to  build trust and mutual  respect through substantive collaborative work </li></ul><ul><li>Creates...
<ul><li>Creating a Dynamic Context for Adult Learning </li></ul>
<ul><li>What does professional development currently look like in your district? </li></ul><ul><li>NSDC definition  </li><...
<ul><li>A PLC or team places its focus on ensuring that all students are learning NOT on ensuring that all students are si...
<ul><li>Professional Development </li></ul><ul><ul><li>Is a comprehensive, substantiated, intensive approach to improvemen...
<ul><li>What did you see and hear in the video that confirms or adds to your definition of collaborative learning? </li></...
 
<ul><li>It means we make a difference in student success by sharing a collective vision </li></ul><ul><li>It means plannin...
When public professional practices are fully integrated into a school, colleagues exchange ideas, assessments, writing pro...
<ul><li>Superintendent </li></ul><ul><li>Central office </li></ul><ul><li>LPDC members </li></ul><ul><li>Principals and ot...
<ul><li>Roles and Responsibilities  </li></ul>
<ul><li>The Superintendent and Principal can   </li></ul><ul><li>Clearly communicate priority goals </li></ul><ul><li>Set ...
<ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>Assist in creating an effective  system  of PD </li></ul><ul><li>Wor...
<ul><li>Be leaders and learners of learning </li></ul><ul><li>Advocate for high quality professional development </li></ul...
<ul><li>What do you see as central to your roles and what concerns will you need to discuss within your committee. </li></ul>
<ul><li>All public and charter  schools  in New Jersey will create a school plan.  </li></ul><ul><ul><li>Former Abbott dis...
<ul><li>The Guide </li></ul>
What distinguishes plans that produce the results we seek and those that get filed when the development work is complete? ...
<ul><li>Overview of Planning Process – the Guidance Documents </li></ul><ul><ul><li>School Guidance </li></ul></ul><ul><ul...
<ul><li>Be driven by state, district, and school goals </li></ul><ul><li>Use appropriate data to inform professional devel...
<ul><li>Embeds the Professional Development Standards within the discussion questions: </li></ul><ul><ul><li>What is the  ...
<ul><li>NJ Professional Development Standards </li></ul><ul><li>NJ Professional Standards for Teaching </li></ul><ul><li>C...
<ul><li>What do we want to achieve with the plan? </li></ul><ul><li>What is important for our staff members to learn so th...
<ul><li>Read the guidance letter </li></ul><ul><li>Read the School Professional Development Plan Guidance </li></ul><ul><l...
<ul><li>Setting the Course for the School </li></ul>
<ul><li>Reflection </li></ul><ul><li>Needs Assessment </li></ul><ul><li>Professional Development Goals </li></ul><ul><li>P...
<ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What professional development opportunities would you leverage or en...
<ul><li>Consider these approaches: </li></ul><ul><li>Review relevant school plans/summaries, if any, of previous PD evalua...
<ul><li>Part 2 </li></ul><ul><li>In your groups  brainstorm  the  student behaviors  you would see in classrooms where stu...
<ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What were the common elements that emerged from school definitions o...
<ul><li>ACADEMICS - knowledge and skills to be successful in school and life. </li></ul><ul><li>LIFE SKILLS -aptitude, att...
Let’s Look at Data Activity: Use 8.1 from the Collaborative Toolkit
<ul><li>Consider the following approaches: </li></ul><ul><li>Assist staff in creating and communicating the school definit...
<ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What are the district’s learning goals? </li></ul><ul><li>What are t...
<ul><li>Consider the following approaches: </li></ul><ul><li>Identify where to start in building collaborative  team struc...
<ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What are the processes and structures for professional development t...
<ul><li>Activity Materials: Jigsaw </li></ul><ul><li>As a team work together to solve the jigsaw puzzle.  Note:  There can...
<ul><li>The Principal can   </li></ul><ul><li>Clearly communicate priority goals </li></ul><ul><li>Set expectations for co...
<ul><li>Consider the following questions: </li></ul><ul><li>What is staff “primed” to engage in? (e.g. – grade level teams...
<ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What resources will support professional learning? </li></ul><ul><ul...
<ul><li>Activity: At your table do the  Time to Meet Worksheet Activity </li></ul>
<ul><li>Consider these possible approaches: </li></ul><ul><li>Consider an audit on how time is used.  Identify how time is...
<ul><li>What knowledge and skills do our data suggest educators should learn and what evidence will be collected that show...
<ul><li>Consider the following questions: </li></ul><ul><li>What evidence will you be looking for? </li></ul><ul><ul><li>H...
<ul><li>Timelines, 5-Year Cycle, PDPs and Accrual of Hours </li></ul>
June 30, 2011
<ul><li>PDP is created annually by the educator in conjunction with his/her supervisor </li></ul><ul><ul><li>Designed to s...
<ul><li>High quality professional learning experiences include </li></ul><ul><ul><li>District/school- based learning </li>...
<ul><li>High quality professional learning experiences count hour for hour </li></ul><ul><li>Guidance also explains hour a...
<ul><li>Teachers beginning the current cycle in </li></ul><ul><ul><li>September 1, 2005: 100 hours by August 31, 2009 </li...
Plans mean very little if they are developed in isolation of high expectations and accountability for results.  Staff deve...
<ul><li>Let’s Look at Where we are on the Continuum of Forming Collaborative Learning Teams (PLC’s )  </li></ul><ul><li>Ac...
<ul><li>To establish the norms for instructional improvement </li></ul><ul><li>To improve the depth of conversation on stu...
<ul><li>E-mail for questions:  </li></ul><ul><ul><li>[email_address]   </li></ul></ul><ul><li>Web resources: </li></ul><ul...
<ul><li>This is the NJDOE’s fifth webinar in a series of professional learning webinars for educators and other stakeholde...
In times of drastic change, it is the learners who inherit the future.  The learned usually find themselves beautifully eq...
<ul><li>What three big ideas emerged from today’s learning? </li></ul><ul><li>What two ideas challenged you? </li></ul><ul...
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Module5 Webinar5 Monmouth 10 28

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  • Gives permission to be bolder than we might otherwise be Curtails unproductive behaviors Useful to engage in tricky conversations Provides safety to endure discomfort Key Norm – If you think it say it –If you wonder it – ask it
  • How does such an activity add value to the work of collaboration? What did you learn in sharing fears as well as hopes?
  • Show NSDC Video
  • This definition can be a self- assessment that moves us to action – for this type of organization is where adults and students will thrive as learners. The learning organization is all of us - the admin, the teachers, associations, students, parents, community. We are on the team!
  • How would you use these questions to guide your committee work?
  • Definition of student achievement from FairFax Co. This is usually seen as a mission and vision statement rather than the definition. As a district they have decided to put an emphasis on teaching for life skills and responsibilities, as well as academics. To what extent is your faculty working from a common definition of student achievement? Attitudes, aptitudes, behaviors are skills (often called soft skills) that are developed through lessons and instruction. How would we see these developed in lesson plans? These are often considered soft skills and often overlooked for those that need it most because only academics are stressed. This is a process for the community and parents. Research: From kindergarten to 5 th grade motivation for learning decreases. Why? It is hard to get people to work as a learning team or school based committee without a common definition for student achievement.
  • PDP is a name change only
  • PDP is a name change only
  • PDP is a name change only
  • A PLC is the learning organization whose teams support the work of the school – collectively. 1. Enables teachers and administrators to identify and create the norms and expectations for instructional practices in every classroom 2. Conversations on student achievement build the values and beliefs of the learning organization through intensive listening, dialogue and debate that promote a robust learning environment in which all students learn 3. 4. Across all classrooms within the school so that all students have access to the same viable curriculum
  • My question for you – who are you as a community of learners and how will that influence your beliefs, and ultimately, your actions related to student learning?
  • VICKI
  • Module5 Webinar5 Monmouth 10 28

    1. 1. Vicki Duff Teacher Quality Coordinator [email_address] Ronni Reed Monmouth County PD Chairperson [email_address] g
    2. 2. <ul><li>To establish the focus of professional learning – student achievement </li></ul><ul><li>To deepen knowledge of effective professional development and professional learning communities </li></ul><ul><li>To practice protocols for committees and teams to use in their work together using the Collaborative Toolkit </li></ul><ul><li>To create an environment in which dialogue, decision-making and debate on student learning can thrive </li></ul><ul><li>To learn the roles of the County PD Board, LPDC and SPDC </li></ul><ul><li>To look at the requirements of the SPDC and LPDC plans </li></ul>
    3. 3. <ul><li>Allows groups to build trust and mutual respect through substantive collaborative work </li></ul><ul><li>Creates structures that make it safe to ask challenging questions of each other </li></ul><ul><li>Builds space for listening </li></ul><ul><li>Provides a systematic way to make the most of the time people have together </li></ul><ul><li>Develops a process by which to conduct the work of the team </li></ul><ul><li>Opens the opportunity to have deep, insightful conversations and debate </li></ul>
    4. 4. <ul><li>Creating a Dynamic Context for Adult Learning </li></ul>
    5. 5. <ul><li>What does professional development currently look like in your district? </li></ul><ul><li>NSDC definition </li></ul>
    6. 6. <ul><li>A PLC or team places its focus on ensuring that all students are learning NOT on ensuring that all students are simply taught. </li></ul><ul><ul><li>What is essential for students to know (standards)? </li></ul></ul><ul><ul><li>How will we KNOW they have learned it (assessment)? </li></ul></ul><ul><ul><li>What will we do when they have not learned it (interventions)? </li></ul></ul><ul><ul><li>What will we do if they master the content? (interventions) </li></ul></ul><ul><ul><li>What do the adults need to know and be able to do to ensure that learning is taking place? </li></ul></ul>
    7. 7. <ul><li>Professional Development </li></ul><ul><ul><li>Is a comprehensive, substantiated, intensive approach to improvement focused on raising student achievement </li></ul></ul><ul><ul><li>Fosters collective responsibility </li></ul></ul><ul><ul><li>Occurs several times a week </li></ul></ul><ul><ul><li>Involves a continuous cycle of improvement </li></ul></ul><ul><ul><li>Provides job-embedded coaching </li></ul></ul><ul><ul><li>Assesses the effectiveness of implementation </li></ul></ul><ul><ul><li>Is supported by external assistance </li></ul></ul>
    8. 8. <ul><li>What did you see and hear in the video that confirms or adds to your definition of collaborative learning? </li></ul><ul><li>How does the cycle of improvement assist teachers in staying focused on student learning? </li></ul><ul><li>What might this look like in your schools? </li></ul>
    9. 10. <ul><li>It means we make a difference in student success by sharing a collective vision </li></ul><ul><li>It means planning at the school level involving all staff </li></ul><ul><li>It means collegiality/sharing </li></ul><ul><li>It means creating time for team collaboration </li></ul><ul><li>It means a process – a process that will not be linear </li></ul><ul><li>It means we honestly look at hopes and fears </li></ul>
    10. 11. When public professional practices are fully integrated into a school, colleagues exchange ideas, assessments, writing prompts, and student work. Their exciting successes and disappointments are not merely the subject of formal case studies, but of informal discussions. They share their practices and related student achievement results…. Douglas Reeves, The Learning Leader, 2006, ASCD
    11. 12. <ul><li>Superintendent </li></ul><ul><li>Central office </li></ul><ul><li>LPDC members </li></ul><ul><li>Principals and other school leaders </li></ul><ul><li>SPDC members </li></ul><ul><li>Teaching staff and education services personnel in all areas </li></ul><ul><li>Association </li></ul><ul><li>School Board </li></ul><ul><li>Others </li></ul>
    12. 13. <ul><li>Roles and Responsibilities </li></ul>
    13. 14. <ul><li>The Superintendent and Principal can </li></ul><ul><li>Clearly communicate priority goals </li></ul><ul><li>Set expectations for collaborative professional learning </li></ul><ul><li>Work with staff to build a common vision </li></ul><ul><li>Provide relevant data to teams and committees </li></ul><ul><li>Support teams in developing purposeful learning opportunities and provide feedback to teams on goals and results </li></ul><ul><li>Meet with teams or team leaders to discuss progress </li></ul><ul><li>Provide access to training on effective team functioning </li></ul><ul><li>Provide resources to support the outcomes </li></ul><ul><li>Model expected attitudes and behaviors that get results </li></ul><ul><li>Take the lead in developing a culture of trust </li></ul>
    14. 15. <ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>Assist in creating an effective system of PD </li></ul><ul><li>Work and communicate with SPDC </li></ul><ul><li>Create a district vision </li></ul><ul><li>Identify PD goals connected to district priorities </li></ul><ul><li>Create supports for schools and school teams and individuals </li></ul><ul><li>Identify and use appropriate data for decisions </li></ul><ul><li>Collaborate with all partners </li></ul><ul><li>Consider high impact actions </li></ul><ul><li>Monitor school plans for gaps and commonalities </li></ul><ul><li>Develop and assist in implementation of a district plan that gets results </li></ul><ul><li>Work with LPDC </li></ul><ul><li>Identify PD goals connected to school and district priorities </li></ul><ul><li>Assist in creating a common language </li></ul><ul><li>Create supports for school teams and individuals </li></ul><ul><li>Identify and use school-level data for decisions </li></ul><ul><li>Review team goals for gaps and commonalities </li></ul><ul><li>Develop and assist in the implementation of a school plan that gets results </li></ul>
    15. 16. <ul><li>Be leaders and learners of learning </li></ul><ul><li>Advocate for high quality professional development </li></ul><ul><li>Meet regularly as joint committees or with representation to set goals and identify the needed supports for collaborative professional learning </li></ul><ul><li>Support the development of collaborative structures (teams, networks, visitations, etc.) </li></ul><ul><li>Embed meaningful actions that will increase the impact of professional learning on student achievement </li></ul><ul><li>Share ideas and thinking widely; seek input on plan </li></ul><ul><li>Evaluate plans regularly </li></ul><ul><li>Maintain purpose on school and district improvement </li></ul>
    16. 17. <ul><li>What do you see as central to your roles and what concerns will you need to discuss within your committee. </li></ul>
    17. 18. <ul><li>All public and charter schools in New Jersey will create a school plan. </li></ul><ul><ul><li>Former Abbott districts will use the new planning tools </li></ul></ul><ul><li>Districts of one school will only do the school level plan. </li></ul><ul><li>Schools will submit a one-page summary (Section G) to the district. </li></ul><ul><li>LPDC members may serve on the SPDC – and vice versa. </li></ul><ul><li>NJDOE sends all professional development updates to the Chief School Administrator and are on the website. CSAs must share information. </li></ul>
    18. 19. <ul><li>The Guide </li></ul>
    19. 20. What distinguishes plans that produce the results we seek and those that get filed when the development work is complete? Our experience has taught us that the process begins with ambitious goal setting that leads to new ways of thinking. Hirsh and Killion, The Learning Educator, NSDC, 2007
    20. 21. <ul><li>Overview of Planning Process – the Guidance Documents </li></ul><ul><ul><li>School Guidance </li></ul></ul><ul><ul><li>District Guidance </li></ul></ul><ul><li>Narrative for Plan Elements </li></ul><ul><li>Tools for Plan Elements </li></ul><ul><li>Questions to Guide Thinking and Action </li></ul><ul><li>Checklist for Submission </li></ul><ul><li>Online Template (for easy word processing, includes school profile) </li></ul>
    21. 22. <ul><li>Be driven by state, district, and school goals </li></ul><ul><li>Use appropriate data to inform professional development decisions </li></ul><ul><li>Be guided by a specific purpose </li></ul><ul><li>Sustain and connect important initiatives and programs within the school </li></ul><ul><li>Build capacity of staff to implement strategies in classrooms with fidelity </li></ul><ul><li>Engage educators in meaningful adult learning activities several times a week </li></ul><ul><li>Support educators in getting results for students – academically, social-emotional </li></ul>
    22. 23. <ul><li>Embeds the Professional Development Standards within the discussion questions: </li></ul><ul><ul><li>What is the context, or organizational support, for professional learning? </li></ul></ul><ul><ul><ul><li>Learning Communities, Leadership, Resources </li></ul></ul></ul><ul><ul><li>What is the process, or the way in which we assure learning is structured to acquire or deepen knowledge and skills, for professional learning? </li></ul></ul><ul><ul><ul><li>Data-Driven, Evaluation, Research-based, Design, Learning, Collaboration </li></ul></ul></ul><ul><ul><li>What is the content, or the specific skills to be acquired, for professional learning? </li></ul></ul><ul><ul><ul><li>Equity, Quality Teaching, Family Involvement </li></ul></ul></ul>
    23. 24. <ul><li>NJ Professional Development Standards </li></ul><ul><li>NJ Professional Standards for Teaching </li></ul><ul><li>County Board Rubric </li></ul><ul><li>Guidance for PDP and Accrual of Hours </li></ul><ul><li>Timeline for Plan Submission </li></ul><ul><li>Five-Year Cycle </li></ul><ul><li>NSDC Definition of Professional Development </li></ul><ul><li>Toolkit: Collaborative Professional Learning in School and Beyond </li></ul><ul><li>www.nj.gov/education/profdev/pd/teacher </li></ul><ul><li>[email_address] (tool kit, questions) </li></ul>
    24. 25. <ul><li>What do we want to achieve with the plan? </li></ul><ul><li>What is important for our staff members to learn so they are better prepared to support students? </li></ul><ul><li>How will the school plan support the learning of teachers to support students? </li></ul><ul><li>How can we create and use collaborative professional learning structures that get results? </li></ul><ul><li>Where are we on the continuum of creating these structures? </li></ul><ul><ul><li>Beginning </li></ul></ul><ul><ul><li>Developing </li></ul></ul><ul><ul><li>Sustaining </li></ul></ul>
    25. 26. <ul><li>Read the guidance letter </li></ul><ul><li>Read the School Professional Development Plan Guidance </li></ul><ul><li>Read the Professional Development Standards and the rationales (access those at www.nsdc.org ) </li></ul><ul><li>Discuss priorities for planning based on the planning documents </li></ul><ul><li>Consider how you will continue to build on the plan </li></ul>
    26. 27. <ul><li>Setting the Course for the School </li></ul>
    27. 28. <ul><li>Reflection </li></ul><ul><li>Needs Assessment </li></ul><ul><li>Professional Development Goals </li></ul><ul><li>Professional Development Opportunities </li></ul><ul><li>Professional Development Resources </li></ul><ul><li>Evaluation </li></ul>
    28. 29. <ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What professional development opportunities would you leverage or enhance? How will you build on previous planning? </li></ul><ul><li>What challenges emerged that need attention? </li></ul><ul><li>Has professional development impacted teacher practices or student learning? How? </li></ul><ul><li>How have you ensured that professional development aligns to district goals and improves teacher practices? </li></ul><ul><li>How have previous professional development opportunities addressed staff needs? What can be leveraged? </li></ul><ul><li>What challenges have emerged and will be addressed? </li></ul><ul><li>How has professional development aligned to district or school goals? </li></ul>Free powerpoint template: www.brainybetty.com successes, challenges, connections, impact
    29. 30. <ul><li>Consider these approaches: </li></ul><ul><li>Review relevant school plans/summaries, if any, of previous PD evaluations. </li></ul><ul><li>Identify attributes of successful professional development. </li></ul><ul><ul><li>Survey staff or discuss at a faculty meeting - Tool 1.1 activity and anonymous survey </li></ul></ul><ul><ul><li>Analyze survey and set priorities for new plan </li></ul></ul><ul><li>Identify challenges/barriers to collaboration. </li></ul><ul><ul><li>Culture – Tool 5.1 (audit) </li></ul></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Data use – Tools 9.1 and 9.2 </li></ul></ul><ul><ul><li>Resistance </li></ul></ul><ul><ul><li>Contract negotiations </li></ul></ul><ul><li>Ask staff to identify attributes of successful professional learning that impact student learning. Build on their input. </li></ul>
    30. 31. <ul><li>Part 2 </li></ul><ul><li>In your groups brainstorm the student behaviors you would see in classrooms where students are successful. </li></ul><ul><ul><li>What do you hear students doing? </li></ul></ul><ul><ul><li>What do you see students doing? </li></ul></ul><ul><li>Create a list of behaviors to share with the whole group . </li></ul>
    31. 32. <ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What were the common elements that emerged from school definitions of student achievement? How will the district support those elements? </li></ul><ul><li>What does the data describe as key priorities for professional development? </li></ul><ul><li>What are the learning needs of educators connected to the data? </li></ul><ul><li>How does the school define student achievement and what are the student behaviors that indicate their success? </li></ul><ul><li>What data is being used to identify key priorities for professional learning? </li></ul><ul><li>What are the learning needs of educators connected to the data? </li></ul>student achievement definition, adult learning connected to student needs
    32. 33. <ul><li>ACADEMICS - knowledge and skills to be successful in school and life. </li></ul><ul><li>LIFE SKILLS -aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. </li></ul><ul><li>RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all. </li></ul>
    33. 34. Let’s Look at Data Activity: Use 8.1 from the Collaborative Toolkit
    34. 35. <ul><li>Consider the following approaches: </li></ul><ul><li>Assist staff in creating and communicating the school definition of student achievement. </li></ul><ul><li>Identify and communicate key data used to set student learning goals – Chapter 9, tools 9.1 and 9.2. </li></ul><ul><li>Survey staff on professional learning needs consistent with student learning priorities. </li></ul><ul><ul><li>What reinforcement of skills and knowledge do adults need in order to support the goals? </li></ul></ul>
    35. 36. <ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What are the district’s learning goals? </li></ul><ul><li>What are the district’s professional development goals? (SMART goals) </li></ul><ul><li>How do the student learning goals and professional development goals align? </li></ul><ul><li>What are the school’s learning goals? </li></ul><ul><li>What are the school’s professional development goals (SMART goals)? </li></ul><ul><li>How do the student learning goals and professional development goals align? </li></ul>alignment of student learning goals to professional development goals
    36. 37. <ul><li>Consider the following approaches: </li></ul><ul><li>Identify where to start in building collaborative team structures in consultation with all staff. </li></ul><ul><li>Discuss how the plan connects to key priorities and other plans in the district and school. </li></ul><ul><li>Identify possible benchmarks for professional learning goals. </li></ul><ul><li>Learn to use SMART goals to guide PD planning: </li></ul><ul><ul><li>Specific </li></ul></ul><ul><ul><li>Measurable </li></ul></ul><ul><ul><li>Attainable </li></ul></ul><ul><ul><li>Results-Driven </li></ul></ul><ul><ul><li>Time-Bound </li></ul></ul>
    37. 38. <ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What are the processes and structures for professional development that will be available for sustained learning? </li></ul><ul><li>What are the commonalities and gaps in professional learning across the district that can be addressed in the district plan? </li></ul><ul><li>How will the district support school-based PD? </li></ul><ul><li>How is collaborative learning encouraged? </li></ul><ul><li>How will the district plan be communicated? </li></ul><ul><li>What are the processes and structures for professional development that will be created for sustained learning? What venues will be used? </li></ul><ul><li>What key curriculum areas will be supported in the plan? </li></ul><ul><li>What designs/protocols will teams use to process information and to make effective decisions? </li></ul>structures, processes, and design of learning opportunities
    38. 39. <ul><li>Activity Materials: Jigsaw </li></ul><ul><li>As a team work together to solve the jigsaw puzzle. Note: There can be NO CONVERSATION as you put the puzzle together. </li></ul><ul><li>As a team answer the following questions: </li></ul><ul><ul><li>What words in the definition stand out as central to collaborative learning? </li></ul></ul><ul><ul><li>Who should be on the team to ensure the team can get results? </li></ul></ul><ul><ul><li>What are meaningful team activities that focus on student learning? </li></ul></ul><ul><ul><li>What are the roles of leaders for collaborative teaming? </li></ul></ul>
    39. 40. <ul><li>The Principal can </li></ul><ul><li>Clearly communicate priority goals </li></ul><ul><li>Set expectations for collaborative professional learning </li></ul><ul><li>Work with staff to build a common vision </li></ul><ul><li>Provide relevant data to teams and committees </li></ul><ul><li>Support teams in developing purposeful learning opportunities and provide feedback to teams on goals and results </li></ul><ul><li>Meet with teams or team leaders to discuss progress </li></ul><ul><li>Provide access to training on effective team functioning </li></ul><ul><li>Provide resources to support the outcomes </li></ul><ul><li>Model expected attitudes and behaviors that get results </li></ul><ul><li>Take the lead in developing a culture of trust </li></ul>
    40. 41. <ul><li>Consider the following questions: </li></ul><ul><li>What is staff “primed” to engage in? (e.g. – grade level teams, book study, vertical articulation) </li></ul><ul><li>How will teams be supported in defining their purpose? </li></ul><ul><ul><li>Structures: faculty meetings, networks, team configurations, online courses or listservs, classroom visitations, coaching, study groups, virtual learning, </li></ul></ul><ul><ul><li>Designs: protocols for work, identifying team purpose </li></ul></ul><ul><ul><li>Processes: identifying expertise, creating documentation for teams </li></ul></ul><ul><li>How will individuals be supported in their goals? </li></ul><ul><li>How will consultants, conferences and networks enhance the work? </li></ul><ul><li>What partnerships could support our focus? </li></ul><ul><li>How will teams and individuals share their learning with all staff? </li></ul>
    41. 42. <ul><li>LPDC </li></ul><ul><li>SPDC </li></ul><ul><li>What resources will support professional learning? </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Materials </li></ul></ul><ul><ul><li>Funding </li></ul></ul><ul><ul><li>Professional opportunities </li></ul></ul><ul><li>How will leadership support the district in making a shift to collaborative, job-embedded professional learning? </li></ul><ul><li>What resources will support professional learning? </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Materials </li></ul></ul><ul><ul><li>Funding </li></ul></ul><ul><ul><li>Professional opportunities </li></ul></ul><ul><ul><li>Teaming structures </li></ul></ul><ul><ul><li>Consultants </li></ul></ul>sufficiency of resources to support professional learning
    42. 43. <ul><li>Activity: At your table do the Time to Meet Worksheet Activity </li></ul>
    43. 44. <ul><li>Consider these possible approaches: </li></ul><ul><li>Consider an audit on how time is used. Identify how time is used during the school year and during the summer. </li></ul><ul><li>Partner with the association to find meaningful time for learning several times a week. </li></ul><ul><li>Fund activities and structures that support the learning goals within and outside the school. </li></ul><ul><li>Identify the supports for professional learning and how leadership can assist in allocating resources. </li></ul><ul><li>Identify the district/school commitments for professional learning. </li></ul>
    44. 45. <ul><li>What knowledge and skills do our data suggest educators should learn and what evidence will be collected that show staff is acquiring new skills? </li></ul><ul><li>What data need to be collected to show the impact professional development has on student learning? </li></ul><ul><li>What evidence should we collect demonstrating that collaboration is occurring? </li></ul><ul><li>How will the school or district collect the needed evidence for refining and revising the professional development plan? </li></ul><ul><ul><li>Surveys </li></ul></ul><ul><ul><li>Focus groups </li></ul></ul><ul><ul><li>Team meeting documentation or products </li></ul></ul>monitoring of the impact of professional development
    45. 46. <ul><li>Consider the following questions: </li></ul><ul><li>What evidence will you be looking for? </li></ul><ul><ul><li>How leadership supports collaboration </li></ul></ul><ul><ul><li>Teacher conversations </li></ul></ul><ul><ul><li>Teacher practices </li></ul></ul><ul><ul><li>Student behaviors </li></ul></ul><ul><ul><li>Student achievement </li></ul></ul><ul><li>What are our data sources for monitoring the plan? </li></ul>
    46. 47. <ul><li>Timelines, 5-Year Cycle, PDPs and Accrual of Hours </li></ul>
    47. 48. June 30, 2011
    48. 49. <ul><li>PDP is created annually by the educator in conjunction with his/her supervisor </li></ul><ul><ul><li>Designed to strengthen teaching practice </li></ul></ul><ul><ul><li>Aligned to school and district goals </li></ul></ul><ul><ul><li>Enhanced by the school and district plans </li></ul></ul><ul><ul><li>Combines team-based and individual learning opportunities </li></ul></ul>
    49. 50. <ul><li>High quality professional learning experiences include </li></ul><ul><ul><li>District/school- based learning </li></ul></ul><ul><ul><li>School-based team experiences </li></ul></ul><ul><ul><li>University or college-based experiences </li></ul></ul><ul><ul><li>Conferences, institutes, academies, trainings </li></ul></ul><ul><ul><li>On-line offerings </li></ul></ul><ul><ul><li>Fellowships or internships </li></ul></ul><ul><ul><li>Networks </li></ul></ul><ul><ul><li>Action research </li></ul></ul><ul><ul><li>Contributions to professional literature </li></ul></ul><ul><ul><li>Mentoring </li></ul></ul><ul><ul><li>Curriculum or grant writing </li></ul></ul><ul><ul><li>Other </li></ul></ul>
    50. 51. <ul><li>High quality professional learning experiences count hour for hour </li></ul><ul><li>Guidance also explains hour accrual for special situations: </li></ul><ul><ul><li>Part-time teachers </li></ul></ul><ul><ul><li>Teachers on leave </li></ul></ul><ul><ul><li>Novice teachers </li></ul></ul><ul><ul><li>Teachers making presentations </li></ul></ul><ul><ul><li>Job-embedded professional learning </li></ul></ul><ul><li>Documentation of hours </li></ul><ul><ul><li>Certificates </li></ul></ul><ul><ul><li>Learning Logs </li></ul></ul><ul><ul><li>Team-based documentation </li></ul></ul><ul><ul><li>School documentation </li></ul></ul>
    51. 52. <ul><li>Teachers beginning the current cycle in </li></ul><ul><ul><li>September 1, 2005: 100 hours by August 31, 2009 </li></ul></ul><ul><ul><li>September 1, 2006: 80 hours by August 31, 2009 </li></ul></ul><ul><ul><li>September 1, 2007: 60 hours by August 31, 2009 </li></ul></ul><ul><ul><li>September 1, 2008: 40 hours by August 31, 2009 </li></ul></ul><ul><ul><li>September 1, 2009: 20 hours by August 31, 2009 </li></ul></ul><ul><ul><ul><li>The chart explains provisional teacher hours </li></ul></ul></ul><ul><li>Teachers on leave 3-5 months accrue 10 hours for the year. </li></ul><ul><li>Teachers on leave for 6 months or more do not need to accrue hours for that year. </li></ul><ul><li>Teachers must make annual yearly progress but are not held to 20 hours per year except those entering in the last year of the cycle . </li></ul>
    52. 53. Plans mean very little if they are developed in isolation of high expectations and accountability for results. Staff development plans that produce meaningful outcomes are launched by systems that hold the planners responsible for results and empower them to find meaningful actions. Hirsh and Killion, The Learning Educator, NSDC, 2007
    53. 54. <ul><li>Let’s Look at Where we are on the Continuum of Forming Collaborative Learning Teams (PLC’s ) </li></ul><ul><li>Activity: Five Corners </li></ul><ul><li>Little or no collaboration (define collaboration and Identify attributes) </li></ul><ul><li>Understand collaboration, but don’t know how to begin (common language, culture) </li></ul><ul><li>Have Begun, but teachers want to understand how to work together (Chapter 10) </li></ul><ul><li>Teachers are engaging in the process- want to go deeper (data, formative assessments, curriculum, student work) </li></ul><ul><li>Sustaining (leadership) </li></ul>
    54. 55. <ul><li>To establish the norms for instructional improvement </li></ul><ul><li>To improve the depth of conversation on student achievement </li></ul><ul><li>To support problem-solving and decision-making on student learning challenges aligned to research and known best practice </li></ul><ul><li>To deepen practitioner knowledge base - content and pedagogical </li></ul><ul><li>To increase consistency in practice </li></ul>
    55. 56. <ul><li>E-mail for questions: </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Web resources: </li></ul><ul><ul><li>www.nj.gov/education/profdev/pd/teacher </li></ul></ul><ul><li>Toolkit Access: </li></ul><ul><ul><li>[email_address] </li></ul></ul>
    56. 57. <ul><li>This is the NJDOE’s fifth webinar in a series of professional learning webinars for educators and other stakeholders. </li></ul><ul><li>Visit www.nj.gov/education/profdev/pd/teacher to download: </li></ul><ul><li>All webinars in the series </li></ul><ul><li>Instructions for downloading and viewing webinars </li></ul><ul><li>Collaborative Professional Learning in School and Beyond: A Tool Kit for New Jersey Educators— a rich array of resources, such as articles, tools, assessment instruments, and examples of how schools successfully implement collaborative professional learning. Free to all NJ educators. </li></ul>
    57. 58. In times of drastic change, it is the learners who inherit the future. The learned usually find themselves beautifully equipped to live in a world that no longer exists. Eric Hoffer, 1972
    58. 59. <ul><li>What three big ideas emerged from today’s learning? </li></ul><ul><li>What two ideas challenged you? </li></ul><ul><li>What question do I have that needs attention in the near future? </li></ul><ul><li>NAME: SCHOOL </li></ul>

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