Professional Development

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PROFESSIONAL DEVELOPMENT
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PROFESSIONAL DEVELOPMENT
Instructional Leadership Development
Frameworkfor Data-driven Systems
CULTURE
Learner-Centered
High Expectations
Curriculum/Instruction/ Assessment
Organizational Management
Supervision
QUALITY STUDENT PERFORMANCE
Communication and Community Partnerships
Professional Development
Collaborative
Continuous Improvement
ETHICS AND INTEGRITY
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PROFESSIONAL DEVELOPMENT
When you talk about school improvement, youre
talking about people improvement. Thats the
only way to improve schools.
Ernest Boyer in DuFour, The Principal as Staff
Developer
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PROFESSIONAL DEVELOPMENT
The Continuous Improvement Process
Compare the continuous improvement process for
campuses and individuals.
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Professional Development to Impact Student
Achievement
PROFESSIONAL DEVELOPMENT
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Premises
PROFESSIONAL DEVELOPMENT

• Student achievement is improved by the
  professional development of all stakeholders.
• Professional development is based on identified
  needs and goals.
• Effective professional development is
  learner-centered and self-directed.

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Objectives
PROFESSIONAL DEVELOPMENT

• To understand the purpose of professional
  development in providing sustained support for
  teachers
• To become aware of the major shifts in
  professional development
• To recognize the variety of professional
  development strategies

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An Emerging View of Professional Development
PROFESSIONAL DEVELOPMENT

• Decrease
• An orientation toward the transmission of
  knowledge and skills by experts

• Increase
• The study of the teaching and learning process

• A focus on generic instructional skills

• A combination of generic and content-specific
  skills

• Staff developers who function primarily as
  trainers

• Those who provide consultation, planning, and
  facilitation services as well as training

• Staff development provided by one or two
  departments

• Staff development as a major responsibility
  performed by all administrators and teacher
  leaders

• Isolated, individual development

• Individual development and organizational
  development

• Fragmented, piecemeal improvement efforts

• Staff development driven by a clear, coherent
  strategic plan

• District-focused professional development

• School-focused approaches to professional
  development

• A focus on adult needs

• A focus on student needs and learning outcomes,
  and changes in on-the-job behaviors

• Training conducted away from the job

• Multiple forms of job-embedded learning

• Professional growth as a frill that can be cut
  during difficult financial times

• A commitment to professional development as a
  critical part of the school improvement process

Sparks Hirsh Adapted from A New Vision for
Staff Development
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Professional DevelopmentKey Concept Levels of
Impact
PROFESSIONAL DEVELOPMENT

• Knowledge Do I know what it is?
• Skill Acquisition Can I do it?
• Application Can I do it in the real world?

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Relationship Between Levels of Impact and
Components of Training
PROFESSIONAL DEVELOPMENT
Levels of Impact
Knowledge
Application
Skill
Components of Training
Presentation of Theory
85
510
15
Modeling
510
18
85
Practice and Low-Risk Feedback
1015
80
85
Coaching/ Study Groups/ Peer Visit
8090
90
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National Staff Development Council Adapted from
Standards for Staff Development
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Professional Development Key Concept Selection
of Strategies
PROFESSIONAL DEVELOPMENT
The professional development strategy selected
should

• have the potential for significant impact on
  student and teacher performance, and
• be aligned with the objectives you want to
  accomplish based upon assessed needs

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Professional Development Strategies
PROFESSIONAL DEVELOPMENT

• Individual/Self-Directed
• Mentoring/Coaching
• Group Planning
• Instruction/Training
• Inquiry/Action Research
• Study Groups

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PROFESSIONAL DEVELOPMENT
Lone Star Middle SchoolProfessional Development
to Impact Student Achievement
Campus Needs
Cheryls Needs
Your Needs as Instructional Leader
Kelleys Needs
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Planning for Lone Star Middle School Professional
Development Needs
PROFESSIONAL DEVELOPMENT
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Planning for Lone Star Middle School Professional
Development Needs
PROFESSIONAL DEVELOPMENT

• Review the data you have concerning both campus
  objectives.
• Utilizing the four critical elements of
  curriculum/instruction/assessmenthigh cognitive
  thinking and making connections, addressing the
  varied needs and characteristics of all learners,
  assessing student progress, and alignment of
  learning objectives discuss some potential
  professional development strategies.
• Prioritize the strategies and select your top two
  priorities.
• Be prepared to share these priorities.

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PROFESSIONAL DEVELOPMENT
Lone Star Middle SchoolProfessional Development
to Impact Student Achievement
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Planning for Lone Star Middle School Professional
Development Needs
PROFESSIONAL DEVELOPMENT
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Planning for Individual Professional Development
Needs
PROFESSIONAL DEVELOPMENT

• Review the data gathered on Cheryl and identify
  some of the professional development needs
  reflected in the data.
• Utilizing the four critical elements of
  curriculum/instruction/assessmenthigh cognitive
  thinking and making connections, addressing the
  varied needs and characteristics of all learners,
  assessing student progress, and alignment of
  learning objectivesdiscuss some potential
  professional development strategies for Cheryl.
• Prioritize the potential strategies and be
  prepared to share.
• Repeat the process for Kelley.

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Professional Development
PROFESSIONAL DEVELOPMENT
Campus Needs
Teacher Staff Needs
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PROFESSIONAL DEVELOPMENT
Administrator Needs Assessment

• Campus and individual teacher needs
• Reflection Journal What knowledge and skills
  do you need in each area?
• Appraisal On-the-job performance
• State Board of Educator Certification (SBEC)
  required assessment process based on the
  principal standards
• Supervisory styles

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PROFESSIONAL DEVELOPMENT
Five Critical Levels of Professional Development
Evaluation
1. Participants reactions. 2. Participants
learning. 3. Organization support and
change. 4. Participants use of new knowledge and
skills. 5. Student learning outcomes.
Gusky Evaluating Professional Development
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PROFESSIONAL DEVELOPMENT
Instructional Leadership Development
Frameworkfor Data-driven Systems
CULTURE
Learner-Centered
High Expectations
Curriculum/Instruction/ Assessment
Organizational Management
Supervision
QUALITY STUDENT PERFORMANCE
Communication and Community Partnerships
Professional Development
Collaborative
Continuous Improvement
ETHICS AND INTEGRITY
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The Population of Texas Historical Patterns
and Future Trends Affecting Education

• by
• Steve H. Murdock
• Institute for Demographic and
• Socioeconomic Research
• The University of Texas at San Antonio

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Population Change in Texas Counties, 1990-2000
Source Texas State Data Center
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Population Change in Texas Counties, 2000-2003
Source Texas State Data Center
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Population Change in Texas Counties, 2000-2006
Source Prepared from U.S. Bureau of the Census,
2006 County Estimates by the Texas State Data
Center, The University of Texas at San Antonio
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Percent of Texas Population by Age Groupand
Ethnicity, 2000
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Percent of Texas Population by Age Groupand
Ethnicity, 2040
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Projected Percent of Net Change Attributable to
Each Race/Ethnicity Group for 2000-2040
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Percent of Persons 65 Years of Age and Older in
Texas Counties, 2000
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Percent of Persons 65 Years of Age and Older in
Texas Counties, 2040
Assuming rates of migration equal to 2000-2004
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Ethnic Diversity of the Population Enrolled in
Elementary and Secondary Schools and Colleges in
Texas, 2000 and 2040
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EDUCATION
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Enrollment in Public Elementary and
SecondarySchools in Texas for all Scenarios,
2000-2040
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Enrollment in Public Elementary and Secondary
Schools in Texas for all Scenarios, 2000-2010
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Projected Percent of Public Elementary and
Secondary Enrollment by Race/Ethnicity in 2000
and Projections for 2040
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Future Demands for Specific Programs
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Steve Murdock Texas State Data Center Phone
210 458 - 6530 Fax 210 458 -
6540 Website txsdc.utsa.edu
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