Blueprinting for Outcome-Based Professional Development! David Forbush, Ph.D. UPDN Project Director John Jeon, M.S. UPDN Learning Scientist Salt Lake City, November 11, Blue Prints Physical StructuresKnowledge, Skill and Disposition Structures 2 Use of Technology Today 3 Practice & Assessment Engagement Use of Technology Today 4 Assessment 5 6 Work Teams Teams of 3 - Form in Place Team 1 Team 2 Team 3 Team 4 Team 5 Team 6 Team 7 Team 8 7 PD Request Our 4th, 5th and 6th grade general education teachers, along with our special education teachers, need professional development on how to provide math instruction. Specifically, structures and routines in the classroom leading to effective instruction, and effective instructional strategies. Please contact both Jackie Chan and Owen Wilson. This will be a joint effort. Thank you. 8 What PD Steps Would you Take? Write PD development steps you would take in sequential order in Google doc - 5 minutes (individual) Turn and talk 3 minutes (teams of two) Review Google doc responses 7 minutes (whole group) https://goo.gl/RZZONV 9 10 Big Question How do we determine what our students need to know and be able to do academically? Also, how do we determine where they are in relationship to our expectations? 11 Big Question How do we determine what our educators need to know, be able to do and be disposed to by the end of training? 12 Big Question After we determine what we want participants to know and be able to do at the end of training, how do we organize the training to achieve those outcomes? 13 Big Question How do we assess to know if our participants are learning or learned, or require more support to achieve targeted outcomes? 14 Big Question At the end of a training, how will we determine if the training was unsuccessful, partially successful or entirely successful? 15 Big Question How do we think about, and plan for transfer of knowledge, skills and dispositions to the classroom/school, and to good effect for students? 16 17 End of Day Outcomes Participants will: Be skilled in assessing what students need to know and be able to do. Be skilled in using a systematic process to develop PD. Be skilled in developing PD which produces participant learning. Be skilled in assessing PDs outcomes. 18 End of Day Objectives Participants will: 1.Understand assumptions supporting PD for educators resulting in enhanced student learning. 2.Understand the purposes of each step on the PD checklist and their relationship to the PD blueprint. 3.Understand how to apply the PD checklist to develop outcome-based professional development. 19 Objective 1 Participants will: 1.Understand assumptions supporting PD for educators resulting in enhanced student learning. 2.Understand the purposes of each step on the PD checklist and relationship to the PD blueprint. 3.Understand how to apply the PD checklist to develop outcome-based professional development. 20 Like Minded? 21 Performance Objective 1 What you will do: Reflect in writing (a) how your perspective aligns with one assumption; (b) how your perspective differs partially, or fully with one perspective, and (c) describe an assumption not mentioned but that you believe is important. How you will do it: With anonymous Google doc form (frog, elephant), and in 5 minutes. How well you will do it: Brief but thoughtful response to A, B and C as determined by PD trainer. 22 Like Minded 1 Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 23 Burj Khalifa Like Minded 2 Apollo Image Planned Improvised Highly Planned, Measured Flexible, Nimble, Responsive Science Art Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 24 Like Minded 3 Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 25 Like Minded 4 TeachingdWorking Conditionsd Quality of teaching0.77Within-class grouping0.28 Reciprocal teaching0.74Adding more finances0.23 Teacher-student relationships0.72Reducing class size0.21 Providing feedback0.72Ability grouping0.11 Teaching student self-verbalization0.67Multi-grade/age classes0.04 Meta-cognition strategies0.67Open vs. traditional classes0.01 Direct instruction0.59Summer vacation classes-0.09 Mastery learning0.57Retention-0.16 Average Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 26 Like Minded 5 Theory & Discussion Demonstration in Training Practice & Feedback in Training Coaching in the Classroom Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 27 Like Minded 6 Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 28 Like Minded 7 Ranked 19 of 138 Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 29 Societally Sensitive, Insensitive, Or? Like Minded 8 30 Instructionally Sensitive, Insensitive, Or? Concept 1 Concept 2 Concept 3 Concept 4 Concept 1 Concept 2 Concept 3 Concept 4 C-1C-2C-3C-4C-5 Like Minded 8 Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 31 Like Minded 9 The % of Private Preparation and Practice is Far Higher than Public Delivery? 4 years 469,000 strokes 4,344 miles of practice 28 miles of competition.006 of 1% of total miles raced Incredible preparation National Champions 1936 Olympic Champions Berlin Germany Fisherman and Lumberman Bobby Moch Coxswain & Jewish Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 32 Overall Are We Like Minded? 1.Teachers are powerful in student learning. 2.Professional development is powerful in teacher learning. 3.Extensive planning and preparation is needed to achieve teacher learning, and application of what they learn to students benefit. Plickers A Fully Agree B Partially Agree C Partially Disagree D Fully Disagree 33 Thank You for Sharing! 34 Performance Objective 1 What you will do: Reflect in writing (a) how your perspective aligns with one assumption; (b) how your perspective differs partially, or fully with one perspective, and (c) describe an assumption not mentioned but that you believe is important. How you will do it: With anonymous Google doc form (frog, elephant), and in 5 minutes. How well you will do it: Brief but thoughtful response to A, B, C and above. https://goo.gl/49T0u9 35 The Checklist Manifesto Getting Things Right! 36 Boeing Model 299 B Wright Air Field Dayton, Ohio Flight Competition Boeings aluminum alloy model trounced Martin and Douglas Carried 5x # of Army specified bombs Flew 2x distance specified Far faster in flight Competition a mere formality! Army planned to buy Boeing Model 299 B17 Taxied onto runway Lifted off smoothly Climbed sharply to 300 ft. Stalled, turned on one wing and crashed in a fiery Explosion. 38 Boeing Model 299 B17 Investigation discovered pilot error Model 299 substantially more Complex than previous aircraft Four engines versus two [each had oil-fuel mix], retractable landing gear, wing and trim tabs needed adjusted hydraulically. 39 Boeing Model 299 B17 Final report Too much plane for one man to fly! While managing all of these features, Major Moyer P. Hill forgot to release a locking mechanism on the rudder and elevator controls. 40 Boeing Model 299 B17 Boeing nearly went bankrupt! Army bought a couple Model 299s as test planes. Solution did not address increased pilot training, but development of a pilots checklist. Index card size checklists for takeoff, flight, landing and taxiing. 41 Boeing Model 299 B17 Flew 1.8 million miles without an accident! 42 Simplifying Complexity Much of our work today has entered its own B-17 phase. Substantial parts of what computer programmers, financial managers, firefighters, educators, lawyers, doctors do are now to complex to carry out reliably from memory alone. Multiple fields have become too complex for one person to fly alone! Atul Gawande 43 PD-Checklist Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 44 Like Minded? PD Checklist To get things right (fidelity) and reduce complexity, we see checklists as vital. Plickers Survey A Perfect alignment B Moderate alignment C Poor alignment 45 Objective 2 Participants will: 1.Understand assumptions supporting PD for educators resulting in enhanced student learning. 2.Understand the purposes of each step on the PD checklist and their relationship to the PD blueprint. 3.Understand how to apply the PD checklist to develop outcome-based professional development. 46 Performance Objective 2 What you will do: List a key action for each of the 10 steps on the PD checklist. How you will do it: With 5 minutes, and using a Google doc form that lists the 10 steps of the PD checklist. How well you will do it: Accurately list at least one correct action for each checklist step as determined by PD trainer. 47 PD-Checklist Overview Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 48 What is Transfer Support? 49 Transfer Support We Recognize: If knowledge and skills dont transfer to classrooms, students are not benefitted. Multiple transfer supports, and including various types of coaching. Multiple support types may be needed to achieve a beneficial degree of transfer. Focus of transfer support is on vital knowledge and skills. Transfer may occur but be incomplete. What level of transfer is satisfactory (i.e., 80%+)? What level is needed for student benefit? Achieved transfer will erode over time. How do we sustain practice and continued fidelity? Transfer is complex - knowledge and skills to transfer (simple vs. complex continuum), the setting and how poised it is for adoption (chaotic vs. organized continuum), teacher related factors (openness, perceived relevance of knowledge and skill.) and other factors interact with each other. 50 Transfer Support Questions What challenges or difficulties are you seeing at the student level driving you to request PD? What actions (i.e., strategies) are your teachers currently taking to address the student needs you are concerned about? To address the student needs you identified, what adult knowledge, skills and dispositions need to be in place following the training? What sorts of training in this topical area have been provided previously? When were they provided? What impacts occurred from these training? What exists in your LEA to support the transfer of knowledge and skills to the classroom? How will we know that the PD you requested impacts student learning? How can we coordinate together to gather data confirming the impact of the PD on student learning? What grade levels of teachers do you want to participate? What number of buildings would participate? What number of teachers you would like to participate? What number of students would be impacted by this number of teacher participants? 51 UPDN Transfer Tools 3 Types Transfer Support Proposal Tool Transfer Support Checklist Transfer Support State of Knowledge 52 Plickers Survey From your experience, how high a priority should PD trainers place on transfer, and transfer supports? A - Highest B C D - Lowest 53 Knowledge Check-Up Describe in writing transfer support efforts you have used in the past to support knowledge and skill transfers from PD settings to classrooms. https://goo.gl/vTpyDM 54 5 minutes PD-Checklist - Overview Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 55 Gap Analysis Students Gap 56 Gap Analysis Students Educators Gap 57 Filling Gaps Students PD Provider Educators PD Blueprint Gap 58 Plickers Survey From your experience, how high a priority should PD trainers place on analyzing student and teacher gaps, and their own gaps? A - Highest B C D - Lowest 59 Knowledge Check-Up Describe the relationship between teacher gap and student gap. Next, describe the relationship between the professional development provider gap and teacher gap. https://goo.gl/rMOJRa 60 5 minutes PD-Checklist - Overview Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 61 62 Student Learning Behavior Teacher Instructional Behavior Content Knowledge Pedagogy Knowledge Classroom Outcomes Objective 1 Component 3 Objective 1 Component 2 Objective 1 Component 1 Objective 1 Objective 2 Objective 3 Classroom Outcome 63 Classroom Outcome Objective 1 Objective 2 Objective 3 Objective Component 1.1 Objective Component 1.2 Objective Component Plickers Survey How high a priority should PD trainers place on intentionally identifying end of training outcomes, objectives and components? Also, how important is it to pinpoint students learning behaviors and teachers instructional behaviors in the classroom? A - Highest B C D - Lowest 65 Knowledge Check-Up Describe the relationships between classroom outcomes (student learning and teacher instructional behaviors), objectives and objective components. https://goo.gl/408Kgj 66 PD-Checklist - Overview Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 67 Curriculum What is Taught Instruction How we Teach PD-Checklist - Overview Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 68 Develop Transfer Support Plan! 69 PD-Checklist - Overview Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 70 PD Cycle Influences 71 UPDN PD Cycle Review Quick review or demonstration of knowledge/skill of previously learned material. Objective Description of the knowledge/skill to be learned, and the conditions under which competency will be demonstrated. Linking Statement Description of how new knowledge or skill relates to previously learned knowledge or skills. Relevance Statement Description of why the new skill is important, useful, and where it will be applied. Demonstration - Instructor physically models the new skill, or thinks out loud, modeling covert thinking and application of knowledge. Guided Practice Instructor provides scaffolded support to participants in physically demonstrating the new skill, or thinks out loud, modeling covert thinking and application of knowledge. Independent Practice Participants independently demonstrate the new knowledge or skill, and without scaffolded support. The focus is to assess for independent use of the knowledge or skill identified in the objective. 72 PPT Pack here 73 ARCS Screening for Effective Learning Activities Attention Incongruity and conflict, concreteness, variability, humor, inquiry, participation Relevance Experience, present worth, future usefulness, need matching, modeling, choice Confidence Set goals and objectives, offer challenges by increasing difficulty, set realistic goals, attribution of success, self- confidence Satisfaction Natural consequences in real settings, unexpected rewards, positive feedback, no use of total external evaluation - John Keller 74 Balanced Instructional Activity 75 Knowledge Check-Up Select 2 PD cycle elements and then briefly describe how each element enhances adult learning. Then, describe how all elements interact to strengthen adult learning. https://goo.gl/E2Uykc 76 Plickers Survey From your experience, is a cycle of learning as important for adult learning as for student learning? A - Agree B C D - Disagree 77 PD-Checklist - Overview Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 78 PD-Checklist - Overview Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 79 Performance Objective 2 What you will do: List a key action for each of the 10 steps on the PD checklist. How you will do it: With 10 minutes, and using a Google doc form list the 10 steps of the PD checklist. How well you will do it: List at least one correct action for each checklist step. 80 https://goo.gl/RAEdA0 10 Minute Break! What Comments and Questions Do You Have When We Return (10 minutes) 81 Quick Review Big Questions Assumptions PD Checklist Overview 82 Objective 3 Participants will: 1.Understand assumptions supporting PD for educators resulting in enhanced student learning. 2.Understand the purposes of each step on the PD checklist and relationship to the PD blueprint. 3.Understand how to apply the PD checklist to develop outcome-based professional development. 83 Performance Objective 3 What you will do: Complete major sections of a blueprint document and standardized PowerPoint packet. How you will do it: Varying amounts of time for major sections using a Google doc form and Google PPT. How well you will do it: High degree of alignment between outcomes, objectives, components, learning cycle and activities as determined by instructors. 84 PD Partners John Dave You Dave, the first learning objective is #$%, )! I dont know, perhaps its Working with these two should be interesting. 85 86 Timber Elementary Do Together Ms. Rupert, Principal of Timber Elementary is displeased with data showing poor reading outcomes achieved in 3 rd grade students. Timber 3 rd grade reading data is second to the bottom among 20 elementary schools in the East Side School District. Also, collective 3 rd grade reading scores for the district, are among the lowest five in the state. 87 Timber Elementary Do Together A substantial number of Timber Elementary students are experiencing functional reading difficulties. 3 rd grade students are reading on average 75 WPM, but the district average is 90 and the state average is 107, a 32 WPM gap. 88 Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. PD Blueprint Checklist 89 Transfer Support Questions What challenges or difficulties are you seeing at the student level that drives you to submit a NAR requesting PD? What actions (i.e., strategies) are your teachers currently taking to address the student needs you are concerned about? To address the student needs you identified, what adult knowledge, skills and dispositions need to be in place following the training? What sorts of training in this topical area have been provided previously? When were they provided? What impacts occurred from these training? What exists in your LEA to support the transfer of knowledge and skills to the classroom? How will we know that the PD you requested impacts student learning? How can we coordinate together to gather data confirming the impact of the PD on student learning? What grade levels of teachers do you want to participate? What number of buildings would participate? What number of teachers you would like to participate? What number of students would be impacted by this number of teacher participants? 90 91 Sunrise Elementary Do as Team Mr. Garcia, Principal of Sunrise Elementary is displeased with data showing poor reading outcomes achieved in 4 th grade students. Sunrise 4 th grade reading data is third from the bottom among 15 elementary schools in the Pinnacle School District. Also, collective 4 th grade reading scores for the district, are among the lowest ten in the state. 92 Sunrise Elementary Do as Team A substantial number of Sunrise Elementary students are experiencing functional reading difficulties. On assessments of reading comprehension, Sunrises 4 th graders are the lowest in Pinnacle district, and are at the 5 th %tile in the state. Large proportion of ELL students, and scores on assessments of vocabulary are low. Sunrises SLPs case load is atypically high. 93 What transfer support questions would you ask? How would you organize them? 7 minutes https://goo.gl/ed5bnl 94 Sunrise Elementary: Transfer Support Practice (Do as Team) SunriseElementary Quick Review - Team by Team 1.Team 1 questions displayed (30 sec) 2.Quick reaction Adobe Chat (15 sec) 3.Move to next team 4.Whole group verbal discussion (5 min) 95 Are we asking the right questions to form a strong transfer support plan? Whats missing? PD Blueprint Checklist Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 96 Student Gap Analysis (Do Together) Big Question: What skills and experiences support fluent reading (accuracy, speed, prosody)? Phonics Timber students demonstrate inadequately developed, and dysfluent decoding skills. Comprehension Timber students extract insufficient meaning from grade level text (narrative and expository) Vocabulary Timber students fund of word knowledge is insufficient, impairing reading comp. General Language Skills Many Timber students are ESL, and language structures are not sufficiently understood to support fluent word prediction word x word reading. Engagement Timber students read far fewer words than students in other schools, and those read, are from less demanding texts. Prosody Timber students oral reading is breathy, comes in halting bursts, and is filled with vocal tension. 97 TimberElementary Sunrise Elementary: Student Gap Analysis Practice (Do as Team) What knowledge, skills and disposition gaps do you suspect and present in Sunrise Elementary students? 8 minutes https://goo.gl/P5bFC6 98 SunriseElementary Quick Review - Team by Team 1.Team 1 gaps displayed (30 sec) 2.Quick reaction Adobe Chat (15 sec) 3.Move to next team 4.Whole group verbal discussion (5 min) 99 Do we have a sufficiently clear picture of Sunrises student gap to direct us to the knowledge, skills and dispositions teachers need addressed in PD? What more do we need to know? Big Question: What skills and experiences support fluent (accuracy, speed, prosody) reading? Phonics Timber students demonstrate inadequately developed, and dysfluent decoding skills. Comprehension Timber students extract insufficient meaning from grade level text (narrative and expository) Vocabulary Timber students fund of word knowledge is insufficient, impairing reading comp. General Language Skills Many Timber students are ESL, and language structures are not sufficiently understood to support fluent word prediction word x word reading. Engagement Timber students read far fewer words than students in other schools, and those read, are from less demanding texts. Prosody Timber students oral reading is breathy, comes in halting bursts, and is filled with vocal tension. Skill Focus Student Gap > Skill Focus 1 > Skill Focus 2 >... TimberElementary At Timberline we chose reading prosody as skill focus 1 to get at fluency. What skill will you want to focus on at Sunrise? 101 https://goo.gl/kOoYLy Student Gap > Skill Focus 1 > Skill Focus 2 >... (Do as Team) Student Gap > Skill Focus 1 > Skill Focus 2 >... (Do as Team) SunriseElementary PD Blueprint Checklist Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 102 Big Question: What knowledge, skills and dispositions in content and pedagogy do educators need to improve students reading prosody, and thereby, increase reading fluency? Content Variables influencing reading fluency Effect of reading amount (# of words eyes pass over) on reading fluency Pedagogy Selecting reading passages Setting fluency goals Organizing reading sprints Correcting and affirming Collecting data and decision making Coaching reading prosody 103 Educator Gap Analysis (Do Together) TimberElementary Considering the student gaps, what knowledge, skill, or dispositions gaps do you see in Sunrises teachers? 8 minutes https://goo.gl/iPu4Qy 104 Educator Gap Analysis Practice (Do as Team) SunriseElementary Quick Review - Team by Team 1.Team 1 gaps displayed (30 sec) 2.Quick reaction Adobe Chat (15 sec) 3.Move to next team 4.Whole group verbal discussion (5 min) 105 Do we have a sufficiently clear picture of Sunrises teacher gap to direct us to the knowledge, skills and dispositions PD providers need to address? What more do we need to know? Big Question: What knowledge, skills and dispositions in content and pedagogy do educators need to improve students reading prosody, and thereby, increase reading fluency? Content Variables influencing reading fluency Effect of reading amount (# of words eyes pass over) on reading fluency Pedagogy Selecting reading passages Setting fluency goals Organizing reading sprints Correcting and affirming Collecting data and decision making Coaching reading prosody 106 Educator Gap Analysis (Do Together) TimberElementary For Timberline, we focused down on coaching reading prosody for a teacher skill. What teacher skill area do you want to focus on at Sunrise? 107 https://goo.gl/LsjAGw Educator Gap Analysis Practice (Do as Team) SunriseElementary PD Blueprint Checklist Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 108 109 - Do Together TimberElementary 1.Are the student learning and teacher instructional behavior outcomes written so you can see exactly what is to be constructed through PD? 2.Also, is there direct alignment between teacher instructional behavior and student learning behavior? 3.Do you believe the change in teacher instructional behavior will result in change in student behavior (i.e. achievement)? Recognizing Sunrise Elementary students gap, and the corresponding teacher gap, what outcomes do you want to see in the classroom? Write your student learning behavior and teacher instructional behavior outcomes. 10 minutes Go to your teams Google Blueprint 110 Blueprint Practice Classroom Outcome (Do as Team) SunriseElementary Google Address for Blueprint Team 1: https://goo.gl/igPO5Ehttps://goo.gl/igPO5E Team 2: https://goo.gl/UQ4Y4uhttps://goo.gl/UQ4Y4u Team 3: https://goo.gl/6pzIwhhttps://goo.gl/6pzIwh Team 4: https://goo.gl/PYpSwKhttps://goo.gl/PYpSwK Team 5: https://goo.gl/sCZ2uUhttps://goo.gl/sCZ2uU Team 6: https://goo.gl/njPl01https://goo.gl/njPl01 Team 7: https://goo.gl/Y01P6mhttps://goo.gl/Y01P6m Team 8: https://goo.gl/sN37pWhttps://goo.gl/sN37pW 111 Quick Review - Team by Team 1.Team 1 outcome displayed (30 sec) 2.Quick reaction Adobe Chat (15 sec) 3.Move to next team 4.Whole group verbal discussion (5 min) 112 Are the student learning and teacher instructional behavior outcomes written so you can see exactly what is to be constructed through PD? Also, is there direct alignment between teacher instructional behavior and student learning behavior? Do you believe the change in teacher instructional behavior will result in change in student behavior (i.e. achievement)? PD Blueprint Checklist Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 113 114 TimberElementary 1.Are the objectives measurable? 2.Do they meet the UPDN format? 3.Do they directly support achievement of the teacher instructional outcomes? Three Learning Objective Displays 1. Working Display (first) 2. Broad Display (second) 3. Performance Display (final) End of Session Objective (Working) Display Given paper and pencil, 10 minutes, and the prompt, Define reading prosody, and describe how it relates to a students reading fluency, and describe how reading fluency relates to a students reading comprehension participants will write a response earning 90% of points on the question scoring rubric. (all content addressed out of session, and including assessment of objective) End of Session Objective (Broad) Display Given paper and pencil, 10 minutes, and the prompt, Participants will define reading prosody, and describe how it relates to a students reading fluency, and describe how reading fluency relates to a students reading comprehension. participants will write a response earning 90% of points on the question scoring rubric. End of Session Objective (Performance) Display What you will do: Write definition of reading prosody, and describe how it relates to students reading fluency, and how reading fluency relates to students reading comprehension. How you will do it: With paper and pencil and within 10 minutes. How well you will do it: Earn 90% of points on the question scoring rubric. Displays Summary Working Display Function(s): Development of training and assessment of participants. Broad Display Function(s): Early in training to provide participants with a general overview of the training, and knowledge, skills and dispositions to be achieved. Performance Display Function(s): Just before objective is addressed. Provides participants with explicit understanding of what is to be learned, how they will demonstrate learning, and conditions in which demonstrations occurs. Working Display Objective Format (We Do) Given ______________ [Condition Statement], participants will ___________________ [Performance Statement]. Mastery will be demonstrated by_________[Mastery Criteria], as measured by__________ [Measure Name]. 120 Examples (Blue)/Non Examples (Red) We Do Given paper and pencil, 10 minutes, and a prompt, participants will define reading prosody, describe how it relates to a students reading fluency, and describe how reading fluency relates to a students reading comprehension. Mastery is demonstrated by earning 90% of points on a question scoring rubric. Given five minutes, and a paragraph of narrative text, including seven different prosody markers, participants will circle common prosody markers, along with brief descriptions of the common function of each. Given a students IEPs, participants will write a standards-based IEP goal for a students writing skills. Participants will demonstrate mastery by achieving 90% of points on the IEP goal checklist. Given IRIS Module evidence-based practices (EBP), participants will choose an EBP that can be used in conjunction with curriculum maps. 121 Examples/Non Examples You Do Given a narrative reading passage, and another participant role playing a student, and the prompt Start a reading prosody session, participants will execute critical prosody coaching behaviors with 90% accuracy, as per a rubric. (example [thumbs up] or non-example [thumbs down]) Given a 10 minute lecture, participants will be able to analyze prosody error patterns with 90% accuracy. (example or non-example) Given a 5 minute video of a reading prosody coaching session, an observation tool, and the prompt Evaluate the strengths and weaknesses of the following reading prosody coaching session, participants will score the video with 90% agreement with the anchor observation. (example or non-example) Given a PD instructors modeling of reading fluency, participants demonstrate knowledge of reading fluency with 100% accuracy. (example or non-example) 122 123 TimberElementary Write an objective, which in part, supports achievement of classroom outcomes (teacher instruction and student learning behaviors)? 10 minutes Go to your teams Google Blueprint 124 Blueprint Practice Objective Writing (Do as Team) SunriseElementary Quick Review - Team by Team 1.Team 1 objectives displayed (30 sec) 2.Quick reaction Adobe Chat (15 sec) 3.Move to next team 4.Whole group verbal discussion (5 min) 125 Are the objectives measurable? Do they meet the UPDN format? Do they directly support achievement of the teacher instructional outcomes? PD Blueprint Checklist Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 126 127 - We Do TimberElementary 1.How well aligned do are the components with their associated objective? 2.Are the components granular enough to itemize the knowledge, skills and dispositions to be addressed to achieve the objective? Objective Component Format We Do Participants will demonstrate skill in __________________. Participants will describe ___________________________. Participants will define _____________________________. Participants will compare ___________________________. Participants will classify ____________________________. Participants will identify elements of _________________. 128 Objective Component Example We Do Participants will describe their knowledge of reading fluency. Participants will demonstrate knowledge of reading prosody elements. Participants will describe their knowledge of the relationship between reading fluency and prosody, and reading comprehension. 129 TimberElementary Write objective components supporting achievement of the PD objective? 10 minutes Go to your teams Google Blueprint 130 Blueprint Practice Objective Component Writing (Do as Team) SunriseElementary Quick Review - Team by Team 1.Team 1 objective components displayed (30 sec) 2.Quick reaction Adobe Chat (15 sec) 3.Move to next team 4.Whole group verbal discussion (5 min) 131 How well aligned do are the components with their associated objective? Are the components granular enough to itemize the knowledge, skills and dispositions to be addressed to achieve the objective? Curriculum 132 TimberElementary PD Blueprint Checklist Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 133 Transfer Support Considerations We Do Ms. Rupert and the PD provider discussed following up in the first week after training to check her out on the skills addressed in PD. Once Ms. Rupert demonstrates competency, she will shadow the PD provider on coaching rounds. On the second round of coaching, Ms. Rupert will take lead, with the PD provider shadowing. Successful competency checkouts by teachers will be followed with maintenance coaching four weeks out, six weeks out, and 8 weeks out, during the school year. Discussions of strengths and needs associated with the implementation of training will be on grade level meeting agendas each month. 134 TimberElementary 1.Considering the plan, what is the likelihood of transfer? 2.Is the plan sufficiently intensive to achieve initial transfer? 3.Is it sustained for long enough to achieve institutionalization of acquired knowledge and skills? Write transfer support considerations for Sunrise elementary school. 10 minutes https://goo.gl/JgydfT 135 Develop Transfer Support (Do as Team) SunriseElementary Quick Review - Team by Team 1.Team 1 transfer support displayed (30 sec) 2.Quick reaction Adobe Chat (15 sec) 3.Move to next team 4.Whole group verbal discussion (5 min) 136 Considering the plan, what is the likelihood of transfer? Is the plan sufficiently intensive to achieve initial transfer? Is it sustained for long enough to achieve institutionalization of acquired knowledge and skills? PD Blueprint Checklist Step 1: Assess transfer needs and available supports. Step 2: Analyze and describe the gap between what students can currently do, and what they need to do. Step 3: Analyze and describe the gap educators display in content, and pedagogical knowledge, skills and dispositions aligned with the student gap. Step 4: Develop end of training outcomes. Step 5: Develop learning objectives aligned with outcomes. Step 6: Develop objective components aligned with learning objectives. Step 7: Develop transfer support plan. Step 8: Develop PD Cycle and Supporting Activities/Materials Step 9: Deliver PD. Step 10: Launch transfer support plan. 137 PPT Slide Pack 138 Guiding Questions Effective PD Cycle Review Big Qs To optimize learning of this objectives component(s) what prior knowledge or skills should I review? What knowledge or skills are prerequisite to current learning? What background knowledge needs to be activated to support learning, or storage? Small Qs - What activities if any, would facilitate learning? How do my considered activities fair in an ARCS analysis (attention, relevance, confidence, satisfaction)? To what extent do I believe the activities are effective, efficient and palatable? 139 Guiding Questions Effective PD Cycle Objective Big Qs To optimize learning of this objectives component(s),and the objective, How should I present them? How can I use the objective to focus the learners attention, and motivate them to learn? How can I use the objective and its components to initiate background knowledge and ready the learner? Small Qs - What activities if any, would facilitate learning? How do my considered activities fair in an ARCS analysis (attention, relevance, confidence, satisfaction)? To what extent do I believe the activities are effective, efficient and palatable? 140 Guiding Questions Effective PD Cycle Link Big Qs To optimize learning of this objectives component(s) what knowledge or skills should I link back to, to activate background knowledge, or connect to? Small Qs - What activities if any, would facilitate learning? How do my considered activities fair in an ARCS analysis? To what extent do I believe the activities are effective, efficient and palatable? 141 Relevance Big Qs - To optimize learning of this objectives component(s) what application examples can I use to reveal the relevance of this knowledge or skill? How can I best relate how this knowledge or skills applies to participants experience, and can be useful in their experience? What examples will motivate participants, or get them thinking about situations where these new knowledge and skills can be applied? Small Qs - What activities if any, would facilitate learning? How do my considered activities fair in an ARCS analysis? To what extent do I believe the activities are effective, efficient and palatable? Guiding Questions Effective PD Cycle 142 Guiding Questions Effective PD Cycle Demonstration Big Qs - To optimize learning of this objectives component(s) how do I best model this new skill to optimize learning? How do I best model to increase participants replication of the skill? What elements of the skill should I dialogue about? How do I best model internal thinking and problem solving? How can I make my internal thoughts and processes explicitly visible? Small Qs - What activities if any, would facilitate learning? How do my considered activities fair in an ARCS analysis? To what extent do I believe the activities are effective, efficient and palatable? 143 Guiding Questions Effective PD Cycle Guided Practice - Big Qs - To optimize learning of this objectives component(s) what guided practice activities will maximize learning, and demonstrate participants increasing, and independent mastery of this knowledge or skill, and with less support than offered during the demonstration? Big Qs Does this activity require of participants the same actions called for in the performance statement of the objective? 144 Objective Component Alignment Objective Component GP Act-1GP Act-2GP Act-3 145 Good Alignment Addressing Reading Narration GP Act-1GP Act-2GP Act-3 Quotation Marks Character Recognition Voice Modulation Inputs Output 146 Poor Alignment Addressing Reading Narration GP Act-1 GP Act-2GP Act-3 Inputs Output CommasVocabularyDecoding 147 Guiding Questions Effective PD Cycle Independent Practice - Big Q - To optimize learning of this objectives component(s) what independent practice activities will maximize learning, and demonstrate my participants independent mastery of this knowledge or skill? Big Q Does this activity require of participants the same actions called for in the performance statement of the objective? 148 149 PowerPoint Slide Pack Objective 1 TimberElementary What is the likelihood of achieving the objective component using the PD cycle and activities shown? Develop training for one objective component using slide pack. 15 minutes Go to your teams Google PPT Slide Pack 150 Blueprint Practice PD Cycle and Activities (Do as Team) SunriseElementary Quick Review - Team by Team 1.Team 1 slide pack displayed (30 sec) 2.Quick reaction Adobe Chat (15 sec) 3.Move to next team 4.Whole group verbal discussion (5 min) 151 What is the likelihood of achieving the objective component using the PD cycle and activities shown? Performance Objective 3 What you will do: Complete major sections of a blueprint document. How you will do it: Varying amounts of time for major sections using a Google doc form. How well you will do it: High degree of alignment between outcomes, objectives, components, learning cycle and activities as determined by instructors. 152 End of Day Outcomes Participants will: Be skilled in using a systematic process to develop PD. Be skilled in developing PD which produces participant learning. Be skilled in assessing PDs effects. 153 What levels have we evaluated at today? 154 Thank you for your feedback! https://goo.gl/oQ36wA 155 You Too? 156 John usu.edu Dave Thank you! 157