SCHOOL LEADERSHIP SUMMIT 2014

INDIVIDUAL PROFESSIONAL LEARNING: FACULTY OWNERSHIP OF PROFESSIONAL GROWTH

This session will present our school’s innovative professional development model to assist faculty in advancing student learning, creativity, and innovation in both face-to-face and virtual environments.

Our professional development program is known as “IP” for individual plan for teaching and learning.

At the core of this plan is the understanding that for professional development to be effective, it has to be meaningful, relevant and differentiated i.e. individualized.

Participants will examine how our successful professional development model was born, how it is being implemented and how it is assessed.

By the close of this session participants will learn strategies for effectively developing their own professional development program

Participants will be able to:
1. Understand the importance and rationale of conducting action-research prior to developing a professional development model
2. Apply strategies for designing and implementing a sustained professional development model
3. Design an assessment plan that will clearly determine if the professional development plan was successful, effective and if it had an impact in teaching and learning
4. Learn strategies of how to empower “teachers training teachers”
5. Select appropriate digital tools for faculty and administration communication and collaboration
6. Select appropriate digital tools for reporting the results of the professional development program
7. Create and use digital tools for surveys and faculty self-reflection

CONTEXT
The Problem:
Parish has never had an effective professional development structure.
Our team project will offer a practical solution to this problem.
The Shift:
We would like to transform teaching and learning at Parish by empowering teachers with technological and pedagogical knowledge about 21st century skills that will have relevance in their subjects.
It is our hope that our program will shift our school culture so that:
  • Faculty will embrace a student-centered classroom where inquiry plays a central role in teaching and learning.
  • Teachers are part of professional learning networks beyond the walls of the school.
  • Professional learning is a core value. 

ACTION RESEARCH

We used the process of Action Research to develop our Professional Development Model.










PLAN

Develop a meaningful professional development program for faculty and staff that enriches teaching and learning.
The five characteristics of our professional development program are:
  • Ongoing and sustained
  • Embedded within subject-specific needs 
  • Focused on the TPACK framework
  • Aligned with the NETS-T and NETS-A 
  • Grounded in a collaborative, inquiry-based approach

IMPLEMENTATION

2010-2012
At the core of the professional development model is the understanding that it has to be meaningful and relevant to our own teaching. To achieve this relevance: 
  • Faculty created an Individual Plan for 21st Century Teaching and Learning. 
  • For two years it was referred to as the IP21.
  • Faculty attended group and individual training sessions to acquire and/or refine the selected competencies.
  • Faculty are required to demonstrate the acquisition of such competencies. 

2012-2013
Professional Development switches name to Professional Learning
Focus is on the Profile of the Parish Student and implementation of digital tools

2013-2014
Focus is on the Profile of the Parish Student and Instructional strategies and/or assessment strategies from the Teacher Toolbox

INDIVIDUAL PLAN FOR PROFESSIONAL LEARNING PROCESS
I. GOAL SETTING
Fall
  • Faculty selects ONE Student-Centered Instructional Strategy from the Teacher Toolbox.
  • Complete brief SURVEY
  • Faculty selects TWO Practices of Definitive Preparation
2. LEARNING PROCESS
Throughout the Year
The process of integration of the Instructional Strategy and the Practices will be documented as follows:
  • Description of the activity or project and how the Strategy is implemented
  • How the Practices are demonstrated by the students
  • Links, documents, images and/or multimedia of the process are encouraged

3. REFLECTION
End of the Year
Each teacher will reflect about:
  • Impact of the Instructional Strategy on Student Learning
  • Impact of the Instructional Strategy on Teaching Practice
  • Include: links, documents, images or multimedia of the outcome of Student Learning (demonstration of Practices)

PROFESSIONAL LEARNING

    Faculty and Administration leads sessions:
    - Division level, Teams, Subject Area Departments 
    - Professional Learning designated days: August, November, January
    - Instructional Technology Team (4 Technology Specialists, 2 Librarians and PLP members)

Individual and group learning sessions are guided on the intended outcomes (NETS-T, PROFILE and INSTRUCTIONAL TOOLBOX).

Sessions are designed so that they address and match the needs of the faculty:
  • Focus on developing awareness
  • Focus on building knowledge
  • Focus on translation of new knowledge into practice
  • Focus on practice teaching
  • Focus on deep reflection on teaching and learning
PROFESSIONAL LEARNING EVENTS
- Summer Tech Boot Camps
    2011
    2012

Ċ
dgende@parishepiscopal.org,
Jan 4, 2013, 7:56 AM
Ċ
dgende@parishepiscopal.org,
Jan 4, 2013, 7:55 AM