Maryland Teacher Professional Development …



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Introduction

The Maryland Teacher Professional Development Planning Guide calls for a comprehensive and inclusive approach to planning professional development which meets teacher learning needs and contributes to improved student learning. Consistent with the Maryland Teacher Professional Development Standards, the guide sets a high standard for planning professional development. The guide is a resource for teachers, principals, district staff, staff in the Maryland State Department of Education (MSDE), college and university faculty, and others who are responsible for professional development to use in planning high-quality professional development.

The following tips and talking points are intended to help introduce the planning guide to users. The tips offer suggestions for preparing to introduce the guide and for organizing a process to review plans and provide feedback to planning teams. The talking points offer suggestions for communicating important messages about the guide to users. The tips and talking points are accompanied by:

■ Questions and Answers about the planning guide for use in orienting users to the guide and the expectations for planning high-quality professional development

■ Maryland Teacher Professional Development Plan Review Form for use in reviewing plans and providing feedback to planning teams

As you plan how you will introduce the guide in your school, district, or program office, remember that one of the most important lessons from early use of the guide is that users who had opportunities and support to study the guide were more satisfied and confident about their ability to use the guide than others. Merely distributing the guide without substantial support and encouragement to use it will almost certainly result in limited use and inadequate plans. Therefore, it is critical to provide orientation and training sessions that help users understand the guide, how to use it to address their needs, and its potential for improving the quality of teacher professional development.

I. Tips for introducing the Maryland Teacher Professional Development Planning Guide

1. Review the planning guide and the Maryland Teacher Professional Development Planning Form available at carefully so that you can (1) become a resource to other users and (2) highlight specific examples of the fit between what the guide calls for and the priorities, policies, and programs in your school, district, or program office.

2. Review the guide and the planning form carefully to determine whether there are any portions of the guidance or expectations that are inconsistent with school, district, or program needs. Be prepared to discuss these exceptions with users and to explain which sections of the plan are not required or have different requirements than those specified in the guide. Note that it may be helpful to make modifications to the planning guidance or the planning form to communicate the new requirements.

3. Be prepared to explain how professional development plans will be reviewed and what kinds of feedback will be provided. (See Section II.)

4. Schedule orientation and training sessions to introduce the guide as close as possible to the times that users will actually use the guide (e.g., as guidance for school improvement planning is communicated, at the beginning of annual planning cycles, as Request for Proposals are issued).

5. Be inclusive in identifying the participants in these orientation sessions.

6. Be sure to focus on principals and their role (a) as potential leaders/facilitators of professional development planning teams, (b) in supporting teacher participation and engagement in professional development, and (c) as leaders/conveners/ facilitators of school-based professional development activities.

7. Invite experienced (and satisfied) users of the guide to share their experience with new users.

8. Provide hard copies of the planning guidance, the planning form, and the plan review checklist to participants in the orientation sessions, and, to provide additional information about the planning guide, consider distributing the Questions and Answers during these sessions.

II. Tips for Organizing a Plan Review Process

1. Determine the purpose of the review process and who will receive the results. For example, the purpose could be to provide feedback and guidance to the planning groups. Alternatively, the purpose could be to determine whether a plan or plans should be approved, funded, or included on an annual professional development schedule. The review process could serve all of these purposes or others that you identify.

2. Review the Professional Development Plan Review Form to be sure that it adequately addresses the appropriate school, district, state, or program priorities and requirements. If it does not adequately address these priorities and requirements, you can modify the form. For example, if you decide that planning teams do not need to include one or more of the six components of the plan, you can delete the appropriate section(s) of the plan review form. Note that the version of the review form that is attached below can be printed and used to provide handwritten feedback. An electronic version of the form is available at Copies of this form can be downloaded and reviewers can enter their feedback electronically.

3. If the purpose of the review is to determine whether an activity should be approved or funded, you should consider establishing the criteria that will be used to make these determinations. One option is to ask reviewers to make a recommendation, as called for in the plan review form. A second option is to set requirements for a number or configuration of items on the plan review form that must be present if the plan is to be approved. For example, you could decide that reviewers should check “yes” to every item in the review form for a plan to be approved. Alternatively, you could decide that 80 percent of the items (or some other percentage) in the review form should be present for a plan to be approved.

4. If the purpose of the review process is to simply review plans, you may want to think about your expectations for what the planners will “do” with the feedback they receive. For example, you could decide that they are expected to revise and re-submit their plans. Alternatively, you could decide that the feedback should be considered as the plans are implemented and that submitting revisions to the plans is unnecessary.

5. Once you have decided about the basic framework for the review process, there are two final steps to think about. First, it will be necessary to orient the reviewers to their task. You will need to review the criteria to be used in reviewing the plans and be sure that the reviewers understand them. Second, you will need to explain these criteria to the planning groups.

III. Talking Points for introducing the Maryland Teacher Professional Development Planning Guide

Background

1. The Maryland Teacher Professional Development Planning Guide was developed as a resource for everyone who is responsible for planning professional development that meets teachers’ professional learning needs and contributes to improved student learning.

2. Several hundred Maryland educators (including teachers, principals, professional development coordinators, curriculum specialists, MSDE program managers, college and university faculty) reviewed and used early versions of the guide and provided feedback to the developers.

3. Dr. Nancy S. Grasmick, Maryland’s State Superintendent of Schools has endorsed its use by educators across Maryland. The Maryland Teacher Professional Development Advisory Council recommends using the guide.

4. The guide is closely aligned with the Maryland Teacher Professional Development Standards. Indeed, it rests on the same set of assumptions about (a) the inclusion of a broad range of professional learning in the definition of professional development, (b) the importance of shared responsibility for professional development, (c) the need for strong leadership, and (d) the need for adequate resources. Just as these standards set a high bar for professional development, the guide sets a high bar for planning, implementing, and evaluation of professional development.

5. Emphasis on plans that (a) carefully identify needs, (b) effectively target participants, (c) set clear and measurable outcomes and indicators, (d) include well-designed professional learning activities and follow-up, (e) include well-designed evaluation plans, and (f) include adequate resources is also consistent with research and experience with effective professional development programs and initiatives. In this sense, the guide builds on what we already know.

6. The guide’s special contribution is that it calls on us to consider these six elements at one time and to blend them into a coherent and comprehensive plan.

7. Currently (winter and spring 2007) the guide is being widely disseminated across Maryland with the expectation that schools, districts, MSDE program offices, and colleges and universities will begin using it to plan a wide spectrum of professional development. In 2008, MSDE will solicit feedback from users and, with recommendations from the Maryland Teacher Professional Development Advisory Council, revise the guide as necessary.

Using the Guide

1. The planning guide begins with a brief introduction. Next, there is detailed guidance about the six-step planning process. A summary version of the planning form (the “prompts only version”) and a plan review checklist follow the guidance.

2. The guide assumes that plans will be prepared by a team (e.g., a school improvement team, a department or grade-level team, representatives of the members of a consortium), but the guide can be used by individuals.

3. There are several ways to use the guide. Experienced planners and planners who are familiar with the Maryland Teacher Professional Development Standards may want to begin by working directly on the teacher professional development planning form, using the planning guidance as a reference. Planning teams that have not used the guide or that have not worked together before should begin by reviewing the planning guidance and then working on the planning form.

4. As just noted, the planning guidance and the planning form assume that the planning process includes six steps, with each step calling on the planning team to answer a question about the professional development being planned. The questions are as follows:

■ What is the need for the activity?

■ Who is expected to participate in the activity?

■ What are the expected outcomes of the activity?

■ What learning activities and follow-up will be included in the professional development to ensure that the outcomes are achieved?

■ How will the professional development be evaluated to determine whether the outcomes are achieved?

■ What resources are necessary to support the learning activities, follow-up, and evaluation included in the plan?

The answers to these questions become your plan and you complete the plan by entering the answers into the Maryland Teacher Professional Development Planning Form.

5. When you download the planning form, be sure to save a copy of it on your computer. The planning team will use this copy of the form to prepare the plan. To avoid losing information, it is a good idea to save the plan as you complete each of the sections. Once the plan is completed, be sure to save the entire document. You can transmit or disseminate it as an email attachment and, once it is saved, it is easy to make revisions.

6. As the planning team begins studying the planning questions, members may find that one or more of the questions has already been answered (e.g., in the data analysis for a school improvement plan, in an update of a district master plan, in a school or district annual professional development plan). In these cases, the planning team is well-advised to take advantage of the work that has already been done and to summarize it or reference it in their plans. It is also advisable to review this work and to be sure that members of the planning team understand it and agree that it provides reasonable answers to the questions that guide the planning process.

7. The first planning question requires looking at data on student learning and other important student outcomes and determining what student learning needs should be met. Next, the planning team is called upon to determine what teachers need to know and be able to do to address the student learning needs. Finally, the planning team is called upon to identify the teacher learning needs that will become the focus of the professional development.

8. The second planning question requires thinking carefully about which teachers need or will benefit from the professional development that you are planning. Remember that a common complaint about much professional development is that it takes a one-size-fits-all approach and does not specifically address the needs of participating teachers. The planning team can avoid this problem with careful thought and a clear decision about which teachers should or will participate in the activity. A good rule is to be as inclusive as possible while, at the same time, not worrying about being exclusive.

9. The third planning question requires thinking in concrete terms about the outcomes that you expect to achieve, how you will know that you have achieved them, and when you anticipate seeing the expected changes. As the planning guidance suggests, you can define outcomes and related indicators in terms of participants’ mastery of new knowledge, their mastery of new skills, and the application of new skills in classroom settings. In addition, you can define outcomes in terms of expected changes in student learning outcomes. You can also define outcomes in terms of in areas other than those directly related to instruction.

As the planning team considers how to define the expected outcomes and indicators, it may help to review the six professional development content standards in the Maryland Teacher Professional Development Standards. A good rule of thumb is that high-quality professional development will focus on one or two of the content standards and one or more related indicators. If the activity that you are planning is addressing more than two of the content standards, the activity may be too broad in scope and lacking in depth.

The advantage of thinking about when the outcomes and indicators will be achieved and/or observable is that it leads the planning team to be very realistic about what will be necessary to ensure that participants achieve the expected outcomes and when it is reasonable to expect instruction to change and when it is reasonable to expect that these changes will contribute to improved student learning.

10. The fourth planning question requires careful thinking about the kinds of professional learning activities (including follow-up) that will result in all participants achieving the outcomes. In planning the learning activities, the planning team should devote special attention to the role of principals and other school leaders who foster teacher participation and engagement and provide leadership and support for follow-up, practice and implementation of new skills, and feedback. Planning teams should also think about what kinds of training and other support may be required to carry out their roles. This training and support should be factored into the plans. Finally, the planning team should review how the activities being planned are related to other professional development that the participants may be involved in. Does the activity being planned complement or extend the other activities? Is there overlap in content or scheduling? If so, how will the plan address the overlap?

11. The fifth planning question requires the planning team to develop a strategy for determining (a) whether the activity took place as planned and (b) whether the activity achieved the intended outcomes. As the guide suggests, the planning team may conclude that it is a good idea to enlist the help of an evaluator to plan and conduct the evaluation.

12. The last planning question requires careful thinking about the resources that will be necessary to support the activity. Here, planning teams will need to think about the resources necessary to support the initial learning activities, but, equally important, they will need to think about what resources are necessary to support longer-term follow-up and meaningful opportunities to practice and apply new knowledge and skills in the classroom. Even if the planning team does not seek external support for the various follow-up activities it will be important to think about the resources that are necessary to support them so that principals and other school and district staff can make sure that they are available.

It is possible that the overall cost of the activity will have been determined in other planning processes and, therefore, the planning team will work within these parameters. Nevertheless, a careful review of the resources necessary to support the activity can help determine whether existing allocations are reasonable or whether plans need to be adjusted to fit within the established limits.

13. Upon completion of an initial draft of the plans, planning teams should use the Plan Review Checklist, which is included in the planning guide, to review their plans for completeness.

Questions and Answers about

The Maryland Teacher Professional Development Planning Guide

1. Who should use the guide?

The guide is most appropriate for teams, such as school improvement teams (SIT), department or grade-level committees, district curriculum or professional development staff, Maryland State Department of Education (MSDE) program staff, college and university faculty, and local and state partnerships and consortia.

2. Who should be on the planning teams?

Teacher involvement is particularly important because teachers’ insights about professional learning needs and how to meet these needs should help define critical elements of the plan. Principal involvement is critical because they understand improvement priorities and because of their role in (1) facilitating teacher participation, (2) school-based follow-up and implementation, and (3) ensuring adequate resources. Professional development providers, including vendors, consultants, and college and university faculty, should also be involved. It is also a good idea to include evaluators.

3. What kinds of professional development does the guide help plan?

The guide helps plan long-term, intensive professional development that engages teachers as active learners and that produces lasting results in classrooms and schools. It helps plan ongoing study groups and other collaborative learning activities. It also helps plan workshops, training sessions, graduate courses, Continuing Professional Development courses (MSDE credit courses), and professional conferences.

4. When is it not necessary or appropriate to use the guide?

The guide will be less useful in planning short-term (e.g., less than a day) activities for which there is no follow-up or activities that are not explicitly intended to result in significant changes in teacher practice or meaningful improvements in student learning.

5. Is the guide aligned with the Maryland Teacher Professional Development Standards?

Yes. The guide emphasizes (1) shared responsibility in planning professional development, (2) the value of collaborative learning activities, (3) the critical role of principals and other school leaders, and (4) highlights the need for adequate resources to support professional learning activities and evaluation.

The six professional development content standards and related indicators should inform decisions about the content of the professional development that is being planned. The three professional development process standards should inform all professional development planning.

6. Should plans address all six professional development content standards?

No. The most effective professional development will focus on one or two of the content standards. Focusing on more standards will almost certainly result in professional development that lacks depth.

7. Should the plans address all three professional development process standards?

Yes. The plans should clearly reflect attention to all of the process standards and as many of the indicators as possible.

8. When should planning teams use the guide?

Planning teams should use the guide as far in advance as possible to allow plenty of time for convening a planning group and for making revisions to initial versions of the plan. Early planning also helps to ensure adequate time for securing all of the resources that are necessary for the activity.

9. How does the planning team use the guide?

The planning team should discuss the following questions and come to agreement on the answers. The answers will constitute the plan.

1. What is the need for the professional development?

2. Who is expected to participate in the professional development?

3. What are the intended outcomes of the professional development?

4. What learning activities and follow-up will be included in the professional development to ensure that the intended outcomes are achieved?

5. How will the professional development be evaluated to determine whether the outcomes are achieved?

6. What resources are necessary to support the learning activities, follow-up, and evaluation included in the plan?

Next, the planning team can use the Maryland Teacher Professional Development Planning Form to record the answers to the planning questions. Planning teams that are familiar with the planning process may decide to begin working directly on the planning form. Planning teams that are using the guide for the first time or that include members who may be unfamiliar with the planning process should study the planning guidance before completing planning form. Finally, planning teams should use the Teacher Professional Development Planning Checklist to be sure that their plans are complete.

10. What should the planning team do if some of the planning questions have been answered before the planning process begins?

Planning teams are strongly encouraged to record the information called for in each of the planning steps and make sure that all of the members are aware of the decisions that have been made and the reasons for making them.

11. How will plans be reviewed?

The Teacher Professional Development Plan Review Form has been developed for reviewing plans and providing feedback. (A copy of this form is included in this handbook and it is available online at ). With guidance from a program office or other entity, reviewers can use this form to assess the overall quality of the plans and to offer recommendations about possible modification and funding and other support.

Maryland Teacher Professional Development Plan

Review Form

Name of the activity: ___________________________________________________

Reviewer’s name: _____________________________________________________

1. Need

( Yes ( No Plan reflects careful analysis of student data from the past 2-3 years (e.g., High School Assessment results, Maryland School Assessment results, results of end-of-course and/or benchmark assessments, student work samples, data on attendance, disciplinary referrals) and identifies student learning needs

( Yes ( No Plan includes clear statement of what teachers need to know and be able to do to address the student learning needs

( Yes ( No Description of teacher knowledge and skills necessary to address student learning needs is explicitly grounded in research and/or evidence from successful practice.

Comments/suggestions: _________________________________________________________

_____________________________________________________________________________

2. Participants

( Yes ( No Plan clearly indicates who is expected to participate in the professional development.

Comments/suggestions: _________________________________________________________

_____________________________________________________________________________

3. Professional learning outcomes and related indicators

( Yes ( No The plan includes one or more clearly-stated outcomes defined in terms of participants’ mastery of new professional knowledge and skills.

( Yes ( No Each outcome explicitly addresses the need for the activity and is accompanied by at least one indicator that is measurable and observable.

( Yes ( No The plan includes expectations for when each of the outcomes and indicators will be achieved.

( Yes ( No The plan clearly indicates which school, district, or state goals, objectives, and priorities for education improvement are addressed by each of the outcomes.

Comments/suggestions: _________________________________________________________

_____________________________________________________________________________

4. Learning activities, follow-up, role of principals and other school leaders, and relationship to other professional development

( Yes ( No The plan specifies professional learning activities necessary to ensure that participants achieve the intended outcomes on the projected timeline.

( Yes ( No The plan specifies follow-up necessary to ensure that participants achieve the intended outcomes on the projected timeline.

( Yes ( No The plan does not include follow-up because the activity is ongoing.

( Yes ( No The plan specifies strategies to ensure that all participants have the opportunity to participate in all of the professional learning activities and related follow-up

( Yes ( No The plan sets clear expectations for the role of principals and other school leaders in supporting and facilitating teacher participation in the professional learning and how they will be prepared for these roles.

( Yes ( No The plan describes the relationship between the professional development included in the plan and other professional development, including, as appropriate, alignment with other professional development and possible overlap.

Comments/suggestions: _________________________________________________________

_____________________________________________________________________________

5. Evaluation Plan

( Yes ( No The evaluation plan lists the questions that will guide the evaluation.

( Yes ( No The evaluation plan clearly explains how the questions will be addressed (e.g., data collection, data analysis, reporting) and how the evaluation will focus on each of the intended outcomes and indicators

( Yes ( No The evaluation plan includes a timeline and indicates who will be responsible for conducting the evaluation and who will receive the report.

Comments/suggestions: _________________________________________________________

_____________________________________________________________________________

6. Budget

( Yes ( No The budget includes resources sufficient to ensure that the professional learning activities and related follow-up will take place as planned.

( Yes ( No The budget includes resources sufficient to ensure that the evaluation will be completed as planned.

Comments/suggestions: _________________________________________________________

_____________________________________________________________________________

Recommendation:

( Yes ( No The plan should be approved. (Use this space to highlight strengths of the plan.)

_____________________________________________________________________________

_____________________________________________________________________________

( Yes ( No The plan should be approved, with the following modifications:

_____________________________________________________________________________

_____________________________________________________________________________

( Yes ( No The plan should not be approved. (Use this space to note key questions and concerns.)

_____________________________________________________________________________

_____________________________________________________________________________

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Introducing

The Maryland Teacher Professional Development Planning Guide: Tips and Talking Points

MARYLAND TEACHER PROFESSIONAL

DEVELOPMENT PLANNING GUIDE

TIPS AND TALKING POINTS



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