Text Talk Text Talk Text Talk Interactive Reading Interactive Reading Interactive Reading Sustained Conversation Sustained Conversation Sustained Conversation Oral Language Strategy Oral Language Strategy Oral Language Strategy Text Talk Text Talk Text Talk Interactive Reading Interactive Reading Interactive Reading Sustained Conversation Sustained Conversation Sustained Conversation Oral Language Strategy Oral Language Strategy Oral Language Strategy Text Talk Interactive Reading Sustained Conversation Oral Language Strategy Text Talk Interactive Reading . The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are still in development and refinement and should be used with this caution in mind.
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Oral Language Strategy Text Talk Interactive Reading
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The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part of the Virtual School Readiness Incubator Project. The
content of these modules does not necessarily reflect the views or policies or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These
prototype materials are still in development and refinement and should be used with this caution in mind.
A Self-Assessment of Director Professional
Development Practices in the Last 30 Days
1. Have I developed and/or addressed long-range plans which focus on professional development efforts aimed at center improvement?
2. Has my day-to-day planning provided me with enough time to address professional development objectives?
3. Have I involved my staff in the development of professional development objectives?
4. Do I communicate positive attitudes and my conviction that we have the ability to improve the organization?
5. Do I have a plan for my own professional growth and self-reflection?
6. Do I have procedures in place to monitor the progress and effects of professional development opportunities staff members attend?
7. Do I share the results of monitoring procedures with staff?
8. Do I encourage collaboration among staff members through the creation of small teams and common planning time?
9. Has my own relationship with staff reflected professional collaboration?
10. Have I encouraged teachers to try new practices?
11. Have I confronted behavior which is contrary to center values or objectives of the professional development program?
12. Have I publicly recognized the hard work of individual staff members and celebrated progress in our professional development program?
Sources:Guskey, T. R. (2000). Evaluating professional development, Thousand Oaks, CA: Corwin. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels
Over the past several years, training for educators has changed greatly. Staff
development for teachers was very much like the weather–everyone complained about it
but no one seemed to know how to improve it. Fortunately, the attention paid to
professional development in the past decade has helped to clarify what steps can be
taken to provide effective training for teachers. Research has demonstrated how
workshops can be designed, sequenced, and presented to engage teachers and increase
the likelihood of active participation in the training. An engaging workshop can also
increase the likelihood of teachers implementing the new practices or procedures they
have learned.
KEY #1: Effective Programs Are Purposeful
A nationwide study found that staff development efforts in most places have been
fragmented, unfocused, and lacking a common commitment. In contrast, effective
professional development is firmly rooted in goals and vision of a school. Therefore,
center-based workshops should be designed to meet identified priorities and promote
practices that will advance the entire center. An intentional effort should be made to
make the objectives of any training clear so teachers understand how the purpose of the
workshop is connected to the overall improvement goals of the center.
Key #2: Effective Programs Are Designed to Promote and Influence
Teachers’ Thinking about Teaching
Successful teachers are thoughtful teachers. Helping teachers develop the ability to think
about what they are doing should be a goal of any professional development activity.
Workshops should not create teachers who unthinkingly follow a “cookbook” approach to
teaching, but develop thoughtful educators who have the ability to assess and revise their
own actions in order to improve the achievement of their children. Challenging teachers to
discuss the whys and hows of what they do is a very effective way to develop their ability
to think reflectively. Equally important is ensuring that teachers have ongoing
opportunities for discussions.
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part
of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies
or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are
still in development and refinement and should be used with this caution in mind.
ELELS Instructional Alignment Session Ten: Effective Professional Development handout
2KEY #3: Effective Programs Are Research-Based Both in Content and
in Delivery
Training employees on ways to improve productivity is not new. Many lessons can be
learned from those who have gone before us! If teachers are asked to devote their time
and energy to implement a new practice or program, there should be some evidence that
the new practice or program will result in better outcomes. A training program design that
has been effective in helping all teachers includes the following steps:
1. Presentation of the theory
2. Demonstration
3. Initial practice
4. Prompt feedback
In addition, teachers need continued practice in the classroom and coaching in order to
master the new skill or strategy. It takes 20 to 30 practices of a new skill in order for
teachers to incorporate it into their teaching comfortably and adapt it to the needs of their
children. As directors, it is critical to remember to provide teachers with ongoing feedback
and support after their initial training.
Effective Professional Development Must Be Evaluated
There are four general levels of evaluation for staff development. The levels of questions
and strategies for answering each question are listed below.
Evaluating Level 3 and Level 4 is often the most difficult to complete because of the time
commitment required to collect and analyze data.
Question Strategy for Answering Question
Did participants enjoy the training? Questionnaire Did participants learn new skills? Create a task for participants to complete
and have them evaluate their own performance.
Did participants use their new skills on the job?
Observations
Did the training result in changes in behavior/ expected outcomes?
Collection of observable work
Sources: Guskey, T. R. (2000). Evaluating professional development, Thousand Oaks, CA: Corwin. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels
Source: Neugebauer, Bonnie, & Neugebauer, Roger (Eds.), (2003). Theart of leadership: Managing early childhood organizations. Redmond, WA: Child Care Information Exchange.
Developing Professional Development Goals Focused on Improvement: Creating a clear improvement goal is important in helping others understand the need for
professional development and in guiding the content and processes. The following questions provide a guide for leading group discussions with your staff.
Step 1: Determine if a need exists. Specific, Observable Evidence of Need:
Possible Cause of the Problem: People Affected by the Problem:
Step 2: State the need or problem as an improvement goal. Desired Achievement:
Timeline(s) for Achievement: How Success Will Be Measured:
Step 3: Write the improvement goal. Improvement Goal:
The modules presented here were funded in part by the Office of Postsecondary Education, U.S. Department of Education as part
of the Virtual School Readiness Incubator Project. The content of these modules does not necessarily reflect the views or policies
or imply endorsement by the U.S. Department of Education and/or the University of North Florida. These prototype materials are
still in development and refinement and should be used with this caution in mind.