Sustained and Extended Professional Development: A Model for Comprehensive and Integrated PD Kim Harris, Dr. Heide Wrigley, and Dr. Blaire Willson-Toso
Dec 18, 2015
Sustained and Extended Professional Development: A Model for Comprehensive and
Integrated PD
Kim Harris, Dr. Heide Wrigley, and Dr. Blaire Willson-Toso
Project Success
“….The ongoing nature of
multiple sessions and experiences has impacted my learning in a very positive manner.”
“I must say the deadlines for assignments during our
interim periods were critical to
me actually trying some activities in
class.”
“I highly recommend this program (cohort learning)
and the trainers. They have extensive classroom
experience and a thorough knowledge of what works in the adult ESL classroom. I've learned new ways to look at the how and why
of what we do in the classroom. I'm leaving
here inspired and challenged to try new
things.”
“More like this, please. Even if I
had learned nothing (I
learned a lot!), the collaboration alone was worth
it.”
Professional Development: What Works• WIOA calls for “high quality professional development” • What does that mean? Research indicates: • Sustained models are more effective than workshops in bringing about
changes in classroom practice • Participation in Communities of Practice, peer support and use of “reflective
teaching” promotes acceptance of new approaches and practices • Coherence across platforms (face to face PD; on site practice; online
discussions) extends and deepens teacher learning • Alignment with national, state, and local priorities consolidates key messages
Indiana’s PD System• PD focuses on staff development and growth to support student achievement • Moving away from 1-day, isolated trainings and towards:
Extended, cohort style trainingsHybrid deliveryCollaborative work & program/classroom applicationSupporting Standards-Based Education Model
• 2015-16 Initiatives include:Evidence/Research basis & PD EvaluationDirector/Administrator engagementTeacher competencies, credentialing and Career PathwaysCCR Resource Warehouse
ESL-4-ESL: How it began…
No state requirement for licensure
Few large ESL programs; ESL Teachers feeling isolated and requesting PD
Difficulties transitioning ESL students beyond ESL classrooms
No specific PD in place for ESL teachers
Concerns about WIOA implications for ELL instruction (based on early WIOA conversations)
Extended Cohort Design
• Three two-day in-person sessions• Pre-webinar, two in-between webinars, and a post webinar• Includes pre-work, homework, and a final project• Requires implementation of concepts, skills, and strategies learned
followed by extensive and ongoing reflection• Develops a strong community of practice and forum for best practices
sharing
ESL 4 ESL: Model and Approach
Approach: Research based, grounded in principles and standards• Drawn from studies in Second language acquisition and brain-
based learning • Intentional teaching and deep learning• Focused on transferable instructional strategies • Further readings to extend learning with teacher responses on-line• Common approach: Research-based lesson flow • Common theme: Community Engagement • Task-based – (Project-based Learning using multimedia)• Links to standards (complex materials for all levels)
ESL 4 ESL: Key Elements
1. Driving Principle: Learning takes Focus, Engagement and Practice: 2. Flow: • Mini-presentation, • discussion and comprehension check, • hands-on demonstration with active teacher engagement, • focus on skills • reflection and feedback• Expectations for teachers to try out lessons and offer feedback to their cohort • Culminating student project and presentation -
HOW ENGLISH WORKS: TEACHING PRONUNCIATION AND INTONATION USING RHYTHM
Using music and rhythm to teach pronunciation• Is motivating • Lowers anxiety • Allows the brain to identify
patterns• Allows the brain to identify
different stress patterns• Examples: Rap, Clapping,
Kazoos, Rubber bands, Drumming, Poetry, Jazz Chants, Reader’s Theatre
INDIANA ESL COHORT: LESSON FLOW
Activate Background Knowledge
Present Information (Listening – Speaking)
Present Information (Reading –
Writing)
Discussion Comprehension
Check
Highlight Lesson Focus and Model the
Task
Small Group Work
Highlight How English Works
Quick Check and Review
Break
Guided Practice
“The students in all of my classes have been making their own "how-to" videos for weeks. It has been an amazing
process to watch. Some students have gone from unwilling and doubtful that they could do it to active participants in
planning their own video and assisting in the production of their classmates' videos.”
Discussion/Questions…
• Have you tried this type of ongoing integrated professional development? How did it work?
• What features of this model might work in your state?
• What are special considerations for your state or organization in undertaking this type of professional development?
• What topics would you consider for doing this type of ongoing sustained PD?