Gifted Academy 5: Professional Learning in

Gifted Programs2014

Mary SchmidtGifted Education Consultant

Heartland AEAmschmidt@aea11.k12.ia.us800.255.0405 ext. 14375

http://pdingt.pbworks.com

Essential Questions

What is Professional Learning?What Professional Learning do

we need?How do I develop/deliver

Professional Learning?How do I know Professional

Learning is making a difference?

Learning TargetsI can… Assess staff needs for professional learning that will

enhance comprehensive gifted programming Identify and choose models and types of

professional learning most appropriate in a given situation

Identify effective professional learning practices for adult learners

Align professional learning with other components required by Iowa Code (Ch. 12, IAC) and national standards

Evaluate g/t staff development

AGENDAIntroductions, reviewTeacher attitudes and mindsetCharacteristics of adult learnersProfessional learning standardsPlanning for professional learningProfessional learning as complex

changeEvaluating staff development

COURSE REQUIREMENTS

100 % attendance Active participation in learning Completion of in-class activities Completion of self-assessment and action

plan Set a date for on-site instructor visit and

goals for that visit Completion of final project/presentation to

be submitted by May 16.

NORMSSupport each other in the learning process

Monitor progress (individual/group)

Ask questions

Respect others’ viewpoints

Take time to reflect

Recall and Review

TEACHER ATTITUDES

Wha

t’s

Your

M

inds

et?

Teacher Growth States

Gourmet Omnivore

Active ConsumerPassive ConsumerReticent

Joyce & Showers

JIGSAWForm three groupsGroup 1: research characteristics of adult learners

Group 2: research what motivates adult learners

Group 3: research teaching and learning strategies appropriate for adult learners

ConnectionsDebrief your own PD efforts

What worked and what didn’t?How well did you address issues

pertinent to adult learners?To what extent do you feel this

made a difference? What improvements might you

make?

How do I know Professional Learning

is effective?

Link to Program Evaluation

Discuss with a partner how GT program evaluation and professional learning are connected.

Talk at your tableWith regard to GT professional learning…Who wants/needs to know about

the work?What do they want to know?Why?

Professional development core features:• Content

focus• Active

learning• Coherence• Duration• Collective

participation

Increased teacher knowledge and skills; changes in attitude and beliefs

Change in instruction

Change in student learning

Desimone, L. (2009). Core Conceptual Framework for Studying the Effects of Professional Development on Teachers and Students

From Assessing Impact webinar. www.learningforward.org

Sample KASABSample KASABWork in small groups.Review your team’s KASAB or

identify changes you want to see as a result of a professional learning experience.

Add ideas.

Constructing the Evaluation FrameworkInternal or External EvaluatorDecisions about the evaluation

What types of changes do we expect to see? (KASAB)

What do I want to know? (evaluation questions)

Who or what will tell me (data sources)? How will we collect evidence (data

collection methods)?

Evaluation Framework

Types of Changes(KASAB)

Evaluation Questions

Data Sources Data Collection Methods

Your IdeasDiscuss ways you could evaluate

your PL implementation and outcomes.

How does this information change or guide your thinking about professional learning?

Go back to your debrief of your PL and make application.

How do I develop/deliver

Professional Learning?

Steps to include Evidence of need Audience Learning

targets/Outcomes Format Presenter/Facilitator Content

Activities Materials Resources Expectations Assessment/

Evaluation

Needs assessment Identify target audience Knowledge of identification procedures Understanding of program goals & options Staff selection Budgetary concerns Curriculum development Accountability and evaluation

Dettmer &Landrum, 1998

Inservice Design

A Creative Process

What’s the Format?

Starting Your PlanChoose your PL focus

What’s the rationale for this choice (need)?

Who’s the audience? Why them?What are the goals?What assumptions guide you?What results do you want?What are your action steps?

May you live in a time of change.

--ancient Chinese curse

Managing Complex Change

= Change

Confusion=

==

=

=

+ + + +Vision Skills Incentives ResourcesAction Plan

Adapted from Knoster, T., Villa R., & Thousand, J. (2000). A framework for thinking about systems change. In R. villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 93-128). Baltimore: Paul H. Brookes Publishing Co.

Anxiety

Resistance

False Starts

Frustration

+ + + +Skills Incentives ResourcesAction Plan

+ + + +Vision Incentives ResourcesAction Plan

+ + + +Vision Skills ResourcesAction Plan

+ + + +Vision Skills IncentivesAction Plan

+ + + +Vision Skills Incentives Resources

Collaborative Teams Promote Individual and Team Growth

Ken Blanchard on Change

CBAM

First or second order?Do stakeholders perceive the change as. . .

First-Order Implications Second-Order Implications

an extension of the past? a break with the past?

consistent with prevailing organizational norms?

inconsistent with prevailing organizational norms?

congruent with personal values?

incongruent with personal values?

easily learned using existing knowledge and skills?

requiring new knowledge and skills?

McREL

Reflect upon effective professional development:

How might you differentiate a staff development session on the nature and needs of giftedness?

What type of learning experiences might benefit you most professionally?

What professional learning for teachers or administrators would most benefit gifted students in your school or district? Why?

Establish a system for documenting and reflecting upon your continuing education experiences (e.g., conventions, seminars, courses, staff developments, etc.).

Presentation Tips & Tools

Heartland AEA Web tools searchable data base

For an alternative to PowerPoint check out http://www.prezi.com

Presentation Zen Web site Prezi overview Video overview

Facilitation strategies http://www.nsrfharmony.org/protocols.html Facilitation Strategies

PRESENTATION

What is it?What does it

involve?

PRESENTATION

What are you comfortable with?

What concerns you?

Is presentation alone enough?

ConclusionAny professional can become an effective

presenter.

Knowledge is not enough.

Being able to communicate is equally important.

Investing time and effort in improving presentation and facilitation skills is always rewarded.

FACILITATION What is it?What does it

involve?

FACILITATION What are you

comfortable with?

What concerns you?

CORE PRACTICES AS A FACILITATOR

Listen actively Ask questions Paraphrase to

clarify Synthesize ideas Stay on track Label sidetracks Embed strategies

Test assumptions Collect ideas Summarize

clearly Use park it Give and receive

feedback

When do I present?

When do I facilitate?

Staff Development Outcomes

Greater teacher awarenessBetter job of identificationMore creative differentiationTeachers feel trustedTighter alignment between gifted &

regular education Increased collegiality Permission to innovateValidation

MAGNET SUMMARY

Fold a piece of paper into four sections.

Write the words professional learning in the center and add four key words or phrases.

Compose a summary statement.

MEMORY MINGLE1. How will you engage in the

process following this event?2. Share in triads3. Identify connections and/or

conclusions4. Share with large group