to Support Great Teaching Presented at: 2014 Conference on - - PowerPoint PPT Presentation

▶

to support great teaching

to Support Great Teaching Presented at: 2014 Conference on - - PowerPoint PPT Presentation

May 07, 2023 353 likes •725 views

Transforming Professional Learning to Support Great Teaching Presented at: 2014 Conference on Teaching: Supporting Great Teaching Presented by: Stephanie Hirsh, Ph.D. Executive Director Learning Forward Chicago, IL November 2014 1

slide-1

SLIDE 1

Presented at:

2014 Conference on Teaching: Supporting Great Teaching

Presented by:

Stephanie Hirsh, Ph.D.

Executive Director Learning Forward

Chicago, IL November 2014

Transforming Professional Learning to Support Great Teaching

1 www.learningforward.org

slide-2

SLIDE 2

Learning Forward is an international membership association

f educators focused
n increasing student

achievement through effective professional learning.

2 www.learningforward.org

slide-3

SLIDE 3

What did you see that you appreciated in this video? What does this video have to do with this session?

https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson

Protocol #1: Great Teaching in Action

7 www.learningforward.org

slide-4

SLIDE 4

Protocol #1: Great Teaching in Action

7 www.learningforward.org

slide-5

SLIDE 5

What did you see that you appreciated in this video? What does this video have to do with this session?

https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson

Protocol #1: Great Teaching in Action

7 www.learningforward.org

slide-6

SLIDE 6

Transformed Professional Learning Transformed Classroom Instruction Transformed Student Learning

12 www.learningforward.org

slide-7

SLIDE 7

Professional learning is essential to improving performance of educators.

Strongly Disagree Strongly Agree 1 2 3 4 5

Professional learning is the key strategy for closing achievement gaps among students.

Strongly Disagree Strongly Agree 1 2 3 4 5

Effective professional learning fosters collective responsibility for the success of all students.

Strongly Disagree Strongly Agree 1 2 3 4 5

8 www.learningforward.org

Protocol #2: Examining Assumptions

slide-8

SLIDE 8

The most powerful professional learning occurs among teachers in learning teams committed to continuous improvement.

Strongly Disagree Strongly Agree 1 2 3 4 5

Professional learning is key to ensuring that all – not just some – students experience great teaching everyday.

Strongly Disagree Strongly Agree 1 2 3 4 5

9 www.learningforward.org

Protocol #2: Examining Assumptions

slide-9

SLIDE 9

Professional learning is essential to

improving the performance of educators.

Professional learning is the key strategy for

closing achievement gaps among students.

Effective professional learning fosters

collective responsibility for the success of all students.

10 www.learningforward.org

Professional Learning Matters

slide-10

SLIDE 10

11 www.learningforward.org

The most powerful professional learning
ccurs among teachers in learning teams

committed to continuous improvement.

Professional learning is key to ensuring that

all – not just some – students experience great teaching everyday.

Professional Learning Matters

slide-11

SLIDE 11

What did you see that you appreciated in this video? How does this demonstration align to your vision of effective professional learning?

Protocol #3: Professional Learning in Action

15 www.learningforward.org

Ford Middle School Allen, TX

slide-12

SLIDE 12

Protocol #3: Professional Learning in Action

15 www.learningforward.org

slide-13

SLIDE 13

What did you see that you appreciated in this video? How does this demonstration align to your vision of effective professional learning?

Protocol #3: Professional Learning in Action

15 www.learningforward.org

Ford Middle School Allen, TX

slide-14

SLIDE 14

Standards for Professional Learning

Learning Communities Leadership

Resources Data Learning Designs

Implementation

Outcomes

slide-15

SLIDE 15

17 www.learningforward.org

slide-16

SLIDE 16

slide-17

SLIDE 17

17 17

19 www.learningforward.org

slide-18

SLIDE 18

Less More

Individual learning Driven by educator preference Focused on generic instruction Large group, formal,

ne-size-fits all to build

awareness

22 www.learningforward.org

Protocol #4: Transforming Professional Learning

slide-19

SLIDE 19

23 www.learningforward.org

Less More

Occasional episodic, “adult pull out” programming Measuring satisfaction Counting hours for credit Low expectations for application of new learning

Protocol #4: Transforming Professional Learning

slide-20

SLIDE 20

24 www.learningforward.org

Less More

Individual learning Collaborative learning Driven by educator preference Focused on generic instruction Large group, formal,

ne-size-fits all to build

awareness

Protocol #4: Transforming Professional Learning

slide-21

SLIDE 21

24 www.learningforward.org

Less More

Individual learning Collaborative learning Driven by educator preference Driven by student, educator, and system data Focused on generic instruction Large group, formal,

ne-size-fits all to build

awareness

Protocol #4: Transforming Professional Learning

slide-22

SLIDE 22

24 www.learningforward.org

Less More

Individual learning Collaborative learning Driven by educator preference Driven by student, educator, and system data Focused on generic instruction Focused on content depth and content-specific instruction Large group, formal,

ne-size-fits all to build

awareness

Protocol #4: Transforming Professional Learning

slide-23

SLIDE 23

24 www.learningforward.org

Less More

Individual learning Collaborative learning Driven by educator preference Driven by student, educator, and system data Focused on generic instruction Focused on content depth and content-specific instruction Large group, formal,

ne-size-fits all to build

awareness Informal learning to develop, refine, and expand practice

Protocol #4: Transforming Professional Learning

slide-24

SLIDE 24

25 www.learningforward.org

Less More

Occasional episodic, “adult pull out” programming Measuring satisfaction Cycle of continuous improvement Counting hours for credit Low expectations for application of new learning

Protocol #4: Transforming Professional Learning

slide-25

SLIDE 25

25 www.learningforward.org

Less More

Occasional episodic, “adult pull out” programming Measuring satisfaction Cycle of continuous improvement Measuring change Counting hours for credit Low expectations for application of new learning

Protocol #4: Transforming Professional Learning

slide-26

SLIDE 26

25 www.learningforward.org

Less More

Occasional episodic, “adult pull out” programming Measuring satisfaction Cycle of continuous improvement Measuring change Counting hours for credit Awarding credit for documenting impact Low expectations for application of new learning

Protocol #4: Transforming Professional Learning

slide-27

SLIDE 27

25 www.learningforward.org

Less More

Occasional episodic, “adult pull out” programming Measuring satisfaction Cycle of continuous improvement Measuring change Counting hours for credit Awarding credit for documenting impact Low expectations for application of new learning High expectations for application coupled with coaching and other support

Protocol #4: Transforming Professional Learning

slide-28

SLIDE 28

Support comprehensive systems that are

grounded in Standards and assess for impact.

Encourage innovative schedules, school

structures, and roles that allow teachers more time to learn from one another and collaborate.

Invite accomplished teachers to share ideas

and perspectives on professional learning.

26 www.learningforward.org

What can you do?

slide-29

SLIDE 29

What the best and wisest parent wants for his own child, that must be what the community wants for all its children.

John Dewey

27 www.learningforward.org

slide-30

SLIDE 30

30

slide-31

SLIDE 31

Commitment Next actions Remaining questions

29 www.learningforward.org

What will you do?

slide-32

SLIDE 32

“The quality of our nation’s teacher corps will largely determine the success or failure of our public education systems and affect the future of

ur democracy for years to come. If we really want

to continue to improve student achievement we have no choice but to improve teaching.”

Vartan Gregorian President Carnegie Corporation of New York

Milgrom-Elcott, Talia. The Elusive Talent Strategy: An Excellent Teacher for Every Student in Every School, Carnegie Corporation of New York, Winter 2011

4 www.learningforward.org

slide-33

SLIDE 33

“After 30 years of doing such work, I have concluded that classroom teaching is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity

ur species has ever invented….the only time a

physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”

Lee S. Shulman, The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach, Jossey-Bass, 2004.

5 www.learningforward.org

The Complexity of Teaching

slide-34

SLIDE 34

Questions

30 www.learningforward.org

slide-35

SLIDE 35

Definition of Professional Development w/video examples http://www.learningforward.org/standfor/definition.cfm Policy Points http://www.learningforward.org/news/policypoints/policypoints4- 09.pdf Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad (Phase 1) http://www.learningforward.org/news/NSDCstudy2009.pdf Professional Development in the United States: Trends and Challenges (Phase 2) http://www.learningforward.org/news/NSDCstudy2010.pdf Teacher Professional Learning in the United States: Case Studies of State Policies and Strategies, Summary Report (Phase 3) http://www.learningforward.org/news/2010Phase3Report.pdf Building Professional Development to Support New Student Assessment Systems http://www.acarseries.org/papers/Stephanie_Hirsh- Building_Professional_Development.pdf Standards for Staff Development http://www.learningforward.org/standards/index.cfm

31 www.learningforward.org

Resources

slide-36

SLIDE 36

JSD – Examining Evidence http://www.learningforward.org/news/issueDetails.cfm?issueID=245 JSD – Leadership http://www.learningforward.org/news/issueDetails.cfm?issueID=302 JSD – Working with External Partners http://www.learningforward.org/news/issueDetails.cfm?issueID=319 Becoming a Learning School https://www.learningforwardstore.org/mm5/merchant.mvc?Session _ID=27732f5c7928f0c5a9e00d18d4b420d8&Store_Code=The_Learning_Forward _Store&Screen=PROD&Product_Code=B423 Why Professional Development Matters http://www.learningforward.org/advancing/Why_PD_Matters_Web.pdf Examining the Evidence: A database of research and reports on the links between professional learning and student success http://www.learningforward.org/evidence/search.cfm

32 www.learningforward.org

Resources (continued)