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Professional Development Preparation
Professional Development Preparation
“Rome wasn’t built in a day”
“Nothing worth doing is ever easy”
“Go slow to go fast”
Professional Development Preparation
Professional Development Preparation
Implementation Scope
Implementation Scope
Reject the "Myth of Average PD": There is no perfect PD that can be implemented identically for everyone! We expect that PD providers will utilize all of the previous knowledge they have gathered about their team and their participants to now modify the units to suit their needs. Just as we lesson plan for students based on their current proficiencies and needs, we should do so for our teacher participants, paying particular attention to adult learning theory.
Modifications should be based on the following, given in order of consideration:
Providers’ current understanding of their potential participants gained through their initial analysis,
The Problem of Practice and AIM created specifically for their potential participants,
The Big Ideas of the series
Implementation Mechanism
Implementation Mechanism
Administrators and teachers will get out of the series what they put into it, and while time and money is always in short supply, we strongly emphasize that these should not be short changed.
We do not advocate for any particular mechanism (full day, after school, flipped, or lesson study), but rather ask that providers keep in mind the following:
Balance the frequency of interactions such that site teams are not overloaded but the learning is kept on the forefront of participants’ minds,
Ensure regular job embedded tasks with associated accountability measures to guarantee classroom level change,
And allocated sufficient time for processing and conversations within site teams.
Ongoing Progress Monitoring
Ongoing Progress Monitoring
Regardless of the implementation mechanism, progress monitoring and course correction is strongly recommended. We have included a survey which can be given pre and post full implementation of the professional learning sequence, but we additionally encourage mid-implementation mechanisms to be put into place. These could include:
Teleconferences between providers and administrator or between providers and a selected teacher participant
Surveys for participants after each unit and PDSA cycle
Peer or Administrator non-evaluative observations and feedback
Participant self reflections
These data points should not be evaluated by the providers alone; participants as well as site administrators should be involved in analyzing the feedback and making recommendations for changes in the scope and structure of the professional learning sequence.
Post PD Survey
Post PD Survey
UDL Observation Template
UDL Observation Template
Planning Documentation Tool
Planning Documentation Tool
Continued Learning
Continued Learning
We recognize that many topics are only touched upon in this series and it is our hope that this series will motivate participants to seek out additional professional development to further their learning. We have identified several areas in which your team may with to continue their learning:
Neuroscience of Learning
Special Education legal mandates
Technology resources for students - low tech and high tech
Improvement Science
Teacher inquiry cycles, including PDSA
Multi-tiered Systems of Support (MTSS)
Effective administrator support structures and processes
Culturally responsive teaching
QFT - Question formulation technique
Grade level mathematics content
Specific mathematics pedagogy, including number talks
Number sense development - subitizing, etc.
CPA - Concrete, pictorial, abstract continuum
TRU math framework - student math identity
Growth mindset
Universal Design for Learning framework
Specific disability categories associated with effective practices
Executive Function associated with effective practices
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