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A New Vision for Staff Development

Association for Supervision and Curriculum Development

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Section II: Life in a School:  ◊Learning the culture of your school  ◊The policy and procedures of manuals  ◊The observation/evaluation process and professional development plan  ◊Teacher's rooms, custodians, secretaries, and other helpful hints  ◊Committee memberships  ◊Staff discipline.

Section III: Life in a Classroom:  ◊Teaching: a blending of good pedagogy, challenging curriculum, and solid lesson planning  ◊Desiging and planning your classroom  ◊Homework  ◊Parent interaction  ◊Budget building.

Section IV: Life in a District:  ◊Payroll, health benefits, sick days, and personal days  ◊Bargaining unit membership  ◊Board of Education governance.

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Professional Development: Learning from the Best

North Central Regional Educational Laboratory

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Professional Development in Education

Thomas R. Guskey and Michael Huberman

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Staff Development for Education in the ‘90s

Offers a sharpened, contemporary focus to one of the most challenging issues of educational change: the continuous growth and development of teachers.

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Systems for Change in Literacy Education

Offers specific and quite often unique suggestions for planning and implementing a literacy professional development course.

Cross reference with literacy

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Teachers Caught in the Action: Professional Development that Matters

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Carlene U. Murphy and Dale W. Lick

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You will learn:     Δ  ideas for setting up effective study groups     Δ  strategies for documenting students' progress toward learning standards     Δ  methods for reflecting on professional growth     Δ  ways to share the benefits with colleagues and students

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Other significant revisions to this edition include:                                                                                                                          Δ A reorganization of chapters to make the book even more reader-friendly                                                                                    Δ New material on timely topics such as "learning communities" and "learning teams"                                                                        Δ An increased focus on assessment of student results                                                                                                                    Δ Updated illustrations and samples of forms and letters in the resources                                                                                        Δ Three additional chapters: the research foundations for WGSFs, how to recognize and understand school culture, and fourteen key findings

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The authors focus not on a specific program or innovation but instead on the potential for personal growth (and thus organizational growth) inherent in a staff development program.

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Module #1: This lesson on genetics is intended to provide an introduction to Mendelian inheritance that will connect to students' person al experiences and require cooperative student involvement.  The lesson is divided into four parts:     ◊ 1. Warm Up: Students describe an inherited characteristic that has been passed on in their family.     ◊ 2. Input: Teacher delivers an interactive lecture on genotypes.     ◊ 3. Activity: Students work in groups on an activity entitled "Drop Your Genes."     ◊ 4. Closure: Students share results and the teacher explains the homework.

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Module #2: This "Shared Reading" lesson is intended to increase familiarity with English print, offer practice in tracking text and recognizing sight vocabulary words, and provide an opportunity for students to dramatize repetitive phrases.  The lesson is divided into three parts:     ◊ 1. Review Sight Words: Students find four vocabulary words in print around the room.     ◊ 2.     Shared Reading Lesson: Teacher focuses students on recognizing sight words and tracking text.     ◊ 3.     Dramatization: Students use gestures to dramatize repetitive phrases.

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Module #3:  The lesson, entitled "Vocabulary Story Groups," requires students to revisit previously studied vocabulary words and then work cooperatively to create stories using those words.  The lesson is divided into four parts:     ◊ 1. Introduction: Teacher introduces the activity and provides instructions.     ◊ 2. individual Work: Students work to define their words.     ◊ 3. Group Work: Small groups create stories using their vocabulary words.     ◊ 4. Closure: Groups read their stories to the class.

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Module #4: This literacy lesson, entitled "The Budget Tour," is intended to increase comprehension of the book just read by the class.  Students are each assigned a chapter in the book, Bridge to Terabithia, by Katherine Paterson to review.  Groups of students with the same chapter are formed, and students engage in "The Budget Tour" activities.  Students are required to work cooperatively to 1) create a new title; 2) select an important quote; 3) identify a key paragraph; 4) develop a summary statement; 5) design a graphic to represent the chapter.  The lesson is divided into four parts:     ◊ 1. Introduction: Teacher introduces the concept of "Budget Tour."     ◊ 2. Instruction: Teacher models and explains each of the five "Budget Tour" activities.     ◊ 3. Small Group Work: Using a graphic organizer, students work on the assigned tasks.     ◊ 4. Closure: Students share work in progress.

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Module #5: This lesson on "Persuasive Essay" connects the English Language Arts standards with social studies content.  The students write a persuasive essay for a travel brochure about their country of study.  Maria explicitly teaches both the elements of a paragraph and persuasive essay during the lesson.  The lesson is divided into five parts:     ◊ 1. Introduction: Students write in their journals, responding to prompts: What might attract people to your country of study? What might you put on a travel brochure for your country?     ◊ 2. Direct Instruction: Students work in groups to sort sentence strips into sets of supporting details and topic sentences.     ◊ 3. Guided Practice: Students plan their persuasive essays using a graphic organizer.      ◊ 4. Independent Practice: Students work individually to write their persuasive essays.     ◊ 5. Closure: Students share their writing.

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Video 2: Concept Highlights:  ◊ Formal peer coaching is defined and illustrated.   ◊ Peer coaching is not a form of teacher evaluation.   ◊ The three types of formal peer coaching are presented:  Mirroring, Collaborative, Expert.   ◊ Each peer coaching experience has three phases: Pre-conference, Observation, Post-conference.   ◊ The critical elements of a successful and productive peer coaching experience are identified and illustrated.   ◊ Cognitive coaching questions foster reflection, rehersal, and analysis of the lesson to be presented and assists the teacher in thinking about the lesson after instruction.   ◊ The ability to communicate, to share and take risks are formal peer coaching prerequisites.

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The process of developing, assigning, collecting, and evaluating student work is traditionally a solitary activity, limited to the confines of the classroom.  However, educators are now using student work as a vehicle to reflect in groups upon their own teaching strategies to help all students learn.

This video series examines this process and several specific methods of how educators critically review student work and assignments in collaborative teams.

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The process of developing, assigning, collecting, and evaluating student work is traditionally a solitary activity, limited to the confines of the classroom.  However, educators are now using student work as a vehicle to reflect in groups upon their own teaching strategies to help all students learn.

This video series examines this process and several specific methods of how educators critically review student work and assignments in collaborative teams.

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The process of developing, assigning, collecting, and evaluating student work is traditionally a solitary activity, limited to the confines of the classroom.  However, educators are now using student work as a vehicle to reflect in groups upon their own teaching strategies to help all students learn.

This video series examines this process and several specific methods of how educators critically review student work and assignments in collaborative teams.

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The process of developing, assigning, collecting, and evaluating student work is traditionally a solitary activity, limited to the confines of the classroom.  However, educators are now using student work as a vehicle to reflect in groups upon their own teaching strategies to help all students learn.

This video series examines this process and several specific methods of how educators critically review student work and assignments in collaborative teams.

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The process of developing, assigning, collecting, and evaluating student work is traditionally a solitary activity, limited to the confines of the classroom.  However, educators are now using student work as a vehicle to reflect in groups upon their own teaching strategies to help all students learn.

This video series examines this process and several specific methods of how educators critically review student work and assignments in collaborative teams.

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◊ Learn how to control professional and personal stress by implementing the five steps of The Frazzled Educator's Health and Wellness Plan:  1. Identify Schools As a Culture of Stress     2. Restructuring Personal and Professional Priorities for a Healthy Lifestyle     3. Mastering the Science of Stress Management for Better Health     4. Arresting Time Bandits at Home and School     5. Using Nutrition to Support a Health Lifestyle

◊ Create an effective health and wellness plan to maintain high levels of energy, devote more time to professional and personal priorities, and effectively engage in the success of all students.

Program 2 - Desktop Yoga and Relaxation Exercise

◊ Learn professional coping strategies to help deal with stressors immediately and discreetly while working or during short breaks.

◊ Experience the benefits of these personal exercises which can be done alone, with groups in the classroom, in faculty meetings, or at home.

◊ Learn Desktop Yoga, a series of short yoga exercises that an educator can perform at his or her desk in working attire.   ―Understand how to breathe properly while properly while focusing on the mental, physical, emotional, and meditative functioning of the body in order to bring it into balance.

Participate in a relaxation exercise, another professional coping strategy where educators are led through a meditative sessions to release physical stress.

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◊ Learn how to control professional and personal stress by implementing the five steps of The Frazzled Educator's Health and Wellness Plan:  1. Identify Schools As a Culture of Stress     2. Restructuring Personal and Professional Priorities for a Healthy Lifestyle     3. Mastering the Science of Stress Management for Better Health     4. Arresting Time Bandits at Home and School     5. Using Nutrition to Support a Health Lifestyle

◊ Create an effective health and wellness plan to maintain high levels of energy, devote more time to professional and personal priorities, and effectively engage in the success of all students.

Program 2 - Desktop Yoga and Relaxation Exercise

◊ Learn professional coping strategies to help deal with stressors immediately and discreetly while working or during short breaks.

◊ Experience the benefits of these personal exercises which can be done alone, with groups in the classroom, in faculty meetings, or at home.

◊ Learn Desktop Yoga, a series of short yoga exercises that an educator can perform at his or her desk in working attire.   ―Understand how to breathe properly while properly while focusing on the mental, physical, emotional, and meditative functioning of the body in order to bring it into balance.

Participate in a relaxation exercise, another professional coping strategy where educators are led through a meditative sessions to release physical stress.

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Program 1 - Standards for Staff Development: 

Understand the National Staff Development Council (NSDC) standards for professional development with the focus on student learning.   Δ CONTEXT STANDARDS:   □ Learning Communities   □ Leadership   □ Resources   Δ PROCESS STANDARDS:  □ Data-Driven   □ Evaluation   □ Research-Based   □ Design   □ Learning   □ Collaboration   Δ CONTENT STANDARDS:      □ Equity   □ Quality Teaching   □ Family Involvement.

View examples from various exemplary school systems implementing the standards.

Program 2 - Evaluating Staff Development:

Learn the importance of evaluating professional development to assess the impact on student learning.  Examine an impressive model for evaluation:   Δ PLANNING PHASE:   □ Assess Evaluability   □ Formulate Evaluative Questions   □ Construct Evaluation Framework   Δ CONDUCTING PHASE:   □ Collect Data    □ Organize and Analyze Data   □ Interpret Data             Δ REPORTING PHASE:   □ Disseminate Findings   □ Evaluate the Evaluation.

Program 3 - Designs for Powerful Professional Learning

Observe various proven designs that provide effective learning activities for educators.  Learn that greater success in the classroom can be the result.   □ Accessing Student Voices   □ Action Research   □ Case Studies   □ Classroom Walkthroughs      □ Critical-Friends Groups   □ Curriculum Design   □ Data & Student Achievement   □ Immersing Teachers in Practice              □ Journaling   □ Lesson Study    □ Mentoring    □ Peer Coaching   □ Portfolios for Educators   □ School Coaching                   □ Shadowing Students   □ Standards in Practice   □ Whole-Faculty Study Groups   □ Training the Trainer   □  Tuning Protocols.

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