Professional Learning Self-Study Year 1 February 8, 2017 - - PowerPoint PPT Presentation

Professional Learning Self-Study Year 1

February 8, 2017

Professional Learning in Clayton is . . .

Model of Professional Learning

Always See Sometimes See Never See

• Evidence of ongoing learning - what came before and what comes next
• Tied to District mission, School Improvement or Curricular goals
• Teacher learning connects to students’ learning in the classroom
• Opportunity to offer reflection and/or evaluation
• Differentiated learning that takes various levels of experience,

readiness of learners and learning styles into account

• Plans are made to share learning
• Data driven, tied to bigger plan
• Time to interact and process
• Multi-modal
• Innovative
• Meaningful chunks with time for processing
• Balance between content and pedagogical professional learning
• Balance between philosophical (theory) and practical (application)
• Genuine collegiality
• Commitment to collaboration and review of norms
• Individual and collective growth
• Positive presuppositions toward professional learning.
• Respectful of adult learners
• Time allotted for implementation for learning within the learning -

connections to professional goals

• Evidence of learning implementation
• Clear, specific, purposeful agenda connected to the evaluation of

learning - including objectives woven throughout

• Sharing the WHAT - WHY - HOW with participants
• Setting a purpose or intention for learning
• Effective, relevant, organized
• Shared responsibility for learning - for presenting
• Participants interacting in a variety of ways - high engagement
• Topics address needs of participants (via surveys and evals)
• Motivation for immediate implementation in instruction
• Deepen understanding or develop awareness
• f a new topic
• Presenters from within and/or outside of

Clayton

• Varying opportunities to lead and learn
• Variety of structures for learning

○ Small group ○ Whole group

• Assured experiences (everyone/all staff)
• Just in time / pop-up learning
• Differentiated experiences (small groups)
• Movement
• Content-specific learning or interdisciplinary

learning

• Responsive to staff needs in the moment
• Teacher choice
• Instructional strategies modeled throughout

the professional learning

• Description of learning experiences

communicated with parents

• Opportunities to self-select content
• Topics may not always be applicable to

everyone, but everyone can share in discussion to stay in the know and share with

• thers
• No collaboration
• Sit and get without opportunity

to process or move

• One shot professional learning
• People doing other work

during professional learning time

• Unbalanced dialogue
• Exclusion of job types
• Participants who don’t know

the purpose

• Participants who do not have

the opportunity to share

• Few people present feel

connected to the topic

• Thoughts not valued
• Fixed mindset

Discussion

◼ What do you notice about professional learning in the School District of Clayton? ◼ What questions are lingering about professional learning in the School District of Clayton?

Where We Have Been

Recommendation Areas from 2012: ◼ Accountability and Evaluation ◼ Communication ◼ Ongoing Leadership Professional Learning ◼ Subject Matter Mastery

Moving Forward

2017 Potential Areas for Examination and Growth:

Calendar

◼ What amount and structure of time is needed to support professional learning for staff in the School District of Clayton?

Content and School-Based Professional Learning

◼ How do we balance the needs of staff to deepen their content knowledge as well as support the identified needs of individual building improvement goals?

Feedback

◼ How do we continue to make connections between staff professional learning and student learning?

Best Practices in Professional Learning

◼ If we were a model for professional learning, what would our system look like?

Discussion

◼ What questions do you have or clarifications do you need about our proposed areas of examination and growth?

• Calendar
• Content and School-Based Professional Learning
• Feedback
• Best Practices in Professional Learning