Good To Grade

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(No Transcript)
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Is the professional development you are doing
sufficiently powerful to produce the intended
results?
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Professional Development. . .The Past

• Drive by training with little or no follow up
• Fragmented professional development topics and
  experiences
• No connection to youth needs
• Participants being lectured about topics rather
  than conversing about the issues

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CDC-DASH Strategies

• Marketing
• Evaluation
• Follow Up and Support

• Planning
• Capacity Building
• Implementation

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Strategy Planning

• Results Based
• Data Driven
• Research Based

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Results Driven

• Begin with
• the end
• in mind.
• Stephen Covey

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• Results Driven

• What do youth need to know and be able to do to
  make healthy choices?
• What do constituents need to know and be able to
  do to ensure youth success in making healthy
  choices?
• What professional development will ensure
  constituents acquire the necessary knowledge and
  skills to assist young people in making healthy
  choices?

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Data Driven
Professional development that improves the
health-promoting behaviors among school-aged
youth uses disaggregated data to determine adult
learning priorities, monitor progress, and help
sustain continuous improvement.
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Without analyzing and collecting data,
organizations are unlikely to identify and solve
the problems that need attention, identify
appropriate interventions/professional
development to solve those problems , or know how
they are progressing toward achievement of their
goals. Data are the fuel of reform.

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Research-Based
Professional development that improves the
health-promoting behaviors among school-aged
youth prepares constituents to apply appropriate
research to decision making.
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With a neighbor.

• Discuss
• What data are you using to plan your professional
  development?
• What research are you using to plan your
  professional development?
• (3 minutes)

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Strategy Capacity Building

• You must ensure you are building the internal
  capacity to carry out and follow through within
  the organizations and people with whom you
  interact.

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Leadership
Professional development improves the
health-promoting behaviors among school-aged
youth requires skillful constituent leaders.
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Climate

• Four basic principles are present in creating a
  climate for learning
• Engage in dialogue and debate, not coercion.
• Conduct autopsies without blame.
• Build red flag mechanisms that turn information
  into information that cannot be ignored.
• If you have the right people they will be
  self-motivated. The key is not to de-motivate
  them. One of the ways to de-motivate is to
  ignore the brutal facts of reality.
• Jim Collins, Good to Great

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Strategy Collaboration

• Expect that all constituents need to collaborate
  with one another in order to be successful.

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Learning Communities
Professional development that improves the
health-promoting behaviors among school-aged
youth organizes adults into learning communities
whose goals are aligned with those of the
sponsoring organizations.
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Collaboration
Professional development that improves the
health-promoting behaviors among school-aged
youth provides constituents with the knowledge
and skills to collaborate.
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None of us is as smart as all of
us. Pogo NSDCs Standards for Staff
Development Trainers Guide
Stephanie Hirsh, 2001
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Strategy Implementation

• You must have a plan for ensuring that
  participants implement what they have learned.

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Design
Professional development that improves the
health-promoting behaviors among school-aged
youth uses learning strategies appropriate to the
intended goal.
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Effective Professional Development Sessions

• Must have significant content to learn.
• Must engage the participants in meaningful
  dialogue.
• Must push participants to application level.
• Must give participants an opportunity to
  practice.
• Must have a plan for follow up.

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Design of Staff Development
Just as youth need to think for themselves,
so do adults and just as youth need to be
lifelong learners of new knowledge, so do adults.
The way participants learn may be more like the
way youth learn than we previously
thought.people learn best through thinking about
and becoming articulate about what they have
learned. Processes, practices and policies that
are built on this view of learning are at the
heart of a more expanded view of adult
development that encourages adults to involve
themselves as learners in much the same way they
wish youth would. Adapted from Lieberman,
1995 What do you think about these ideas?
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It is not the experience that teaches us, it is
the reflecting about the experience that helps us
learn.
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Strategy Marketing

• We must market our professional development on
  the basis of its results.

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Equity
Professional development that improves the
health-promoting behaviors among school-aged
youth prepares constituents to understand and
appreciate all students, create safe, orderly,
and supportive learning environments, and hold
high expectations for all students.
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Resources
Professional development that improves the
health-promoting behaviors among school-aged
youth requires resources to support adult
learning and collaboration.
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Family Involvement
Professional development that improves the
health-promoting behaviors among school-aged
youth provides constituents with knowledge and
skills to involve families and other stakeholders
appropriately.
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Strategy Evaluation



Every system is designed to get the results its
getting.
Anonymous
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Evaluation
Professional development that improves the
health-promoting behaviors among school-aged
youth uses multiple sources of information to
guide improvement and demonstrate its impact.
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• We must be thinking
• more rigorously,
• realistically, and precisely
• about why we do what
• we do, what ends we
• hope to accomplish, and
• how we can document
• our successes in
• achieving those ends.
• Lizabeth Schorr (2000, July 12).
• Commentary. Education Week.

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Linking Professional Development to Youth
Behavior Change Requires

• A clearly delineated professional development
  program rather than a series of episodic staff
  development events
• An explicit theory of change
• An evaluation framework that allows for data
  gathering throughout the entire professional
  learning process

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Theory of Change

Delineates the underlying assumptions upon which
the program is based and includes not only the
components of a program, but also incorporates an
explanation of how the change is expected to
occur.
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Black Box Evaluations
Input
Output
Glass Box Evaluations
Input
Output
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• StrategyFollow Up and Support
• Follow-up structures
• are
• ESSENTIAL
• to ensure
• implementation.

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Learning
Professional development that improves the
health-promoting behaviors among school-aged
youth applies knowledge about human learning and
change.
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Professional Development Elements

• Acquisition/deepening of constituent knowledge
  and skills
• Follow up/ structures to support implementation

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Strategies for Acquiring/Deepening of Knowledge

• Training/Workshop
• Professional Book Study
• Study Group
• Action Research
• Visitation/Observation

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Types of Follow-up Support

• Off Site
• Follow-up Support
• Email
• Phone
• Web site
• Listserv
• Electronic bulletin board
• Newsletter
• Case Studies
• Video/audio tape analysis

• On Site
• Follow-up Support
• Demonstrations
• Co-presenting
• Observation with feedback
• Action research
• Shadowing Students

• Refresher sessions
• Conferences
• Advanced training
• Planning sessions
• Problem-solving sessions
• Examining products/surveys

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Components Impact
85
15
5-10
85
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5-10
85
80
10-15
80-90
90
90
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Improving Student Actions Through Professional
Development
Results-Driven Professional Development Planning
Model
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No matter how far you have gone on a wrong road,
turn back. Turkish proverb If we don't
change the direction we're going, we're likely to
end up where we are headed. Chinese proverb