Professional Development Planning and Needs Assessment

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• Professional Development Planning and Needs
  Assessment
• Regional Trainings Spring 2006

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Why is professional development so important?

• The most critical factor in a childs
  education is a caring, qualified, and competent
  teacher
• - Linda Darling Hammond

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Professional Development One Size Does Not Fit
All

• Beginning Teachers
• Build capacity in content, pedagogy, classroom
  management
• Experienced Teachers
• Deepen skills
• Accomplished Teachers
• Contributing, renewing and supporting

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• Teachers ability, experience and education
  clearly associated with increases in student
  achievement. Spending additional resources on
  teacher professional development is the most
  productive investment to raise student
  achievement.
• (National Center for Educational Statistics 2000)

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Common Experiences in Powerful Professional
Development

• Target PD on students needs data
• Customize PD for each educator
• Align with school and district improvement goals
• Integrate federal requirements
• Identify effective, research-based PD
• Provide valid reliable PD evaluation

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Professional Development Alignment with Federal
Requirements

• High quality, effective professional development
• Ongoing
• Sustained
• Classroom focused
• Scientifically research based practices

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Title I-AProfessional Development Requirements
Section 1119

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High Quality Professional Development

• 5 of the districts allocation set aside to
  ensure teachers and paraprofessionals meet the
  highly-qualified standards under NCLB unless a
  lesser amount is needed.
• Research staff personnel files to determine
  status.
• Determine staff who meet the standard.
• Create a plan for those who do not currently
  meet the standard.
• Estimate the cost to carry out the plan.
• Set Aside the amount necessary.
• Keep documentation on file.
• 34 CFR 200.60
• 34 CFR 200.58
• 34 CFR 200.56

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High Quality Professional Development

• Funds can be set aside to increase the knowledge
  and skills of teachers, principals,
  administrators and paraprofessionals.
• Title I professional development opportunities
  need to be aligned with the grade level
  expectations for both math and reading.

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School Improvement Professional Development

• Once a school is identified for school
  improvement Step 1
• The building needs to set aside 10 of its Title
  I, Part A funds to provide the staff with
  high-quality professional development.
• Required each fiscal year the school is
  identified.
• Must address the academic achievement problems.
• .

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District Improvement Professional Development

• Once a school district is identified for
  improvement, the district must set aside 10 of
  the districts Title I allocation to address the
  professional development needs of the
  instructional staff.
• This 10 mandate applies each fiscal year that
  the district is identified for improvement.

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District Improvement Professional Development

• This mandate may include any amount of funds
  reserved for professional development from the
  schools that have been identified.
• District 10 minimum commitment for professional
  development is in addition to the set aside for
  highly qualified.

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Title II-A Professional Development Requirements

• Comprehensive professional development needs
  assessment (Section 2122(c))
• Must involve all teachers, including teachers
  participating in Title I-A programs

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Refine your content area goal through a content
area needs assessment

• Content Area Needs Assessments
• Core Academic Areas

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Student Learning Style Needs Assessment

• Conduct a Learning Style Needs Assessment
• Faculty (students?)
• Analyze Results of Both Needs Assessments

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State Requirements for Professional Development
Plan

• Required by OAR 581-022-0606

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• What do we know about how to set up the
  Professional Development?

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Seven Research-based Effective Practices in
Professional Development
Uses Multiple Sources of Data
Includes Program Evaluation
Deepens Content Knowledge and/or Pedagogy
Research-based Effective Practices in
Professional Development
Builds Broad-based Support
Promotes Equity for All Students
Develops Leadership Capacity
Is Long Term and Adequately Resourced
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Seven Effective, Research-based Practices in
Professional Development

• 1. Uses multiple sources of disaggregated student
  performance data, including state and local
  assessments, analysis of student work, and
  teacher observation as part of the process for
  determining individual and school learning needs

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Seven Effective, Research-based Practices in
Professional Development

• 2. Develops, refines, and deepens educators
  content knowledge and pedagogy
• 3. Builds cultural competence, examines beliefs,
  and challenges institutional barriers that act as
  obstacles to equity for all students

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Seven Effective, Research-based Practices in
Professional Development

• 4. Uses a coherent, long-term professional
  development process and provides for the
  allocation of sufficient time, funds, and
  materials for full implementation
• 5. Prepares educators to work
• together to build expertise
• and develop leadership capacity

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Seven Effective, Research-based Practices in
Professional Development

• 6. Invites and builds broad-based support of
  professional development from all sectors of the
  organization and community
• Incorporates knowledge and skills to
  appropriately involve families and community
  members as learning partners, and builds
  widespread commitment to continuous learning

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Seven Effective, Research-based Practices in
Professional Development

• 7. Includes strong program evaluation components
  based on evidence of improvements in student
  learning and teacher practice
• The program evaluation provides
• data that informs future
• professional learning plans

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• Contact
• Bev Pratt
• Education Specialist
• bev.pratt_at_state.or.us
• [phone]