Strategically Removing Barriers through Systemwide, Sustained, and Action-Driven Professional Study

Outline

Content/Time:
1. A model for sustained professional study: Lessons learned over 12 years. - 10 minutes
2. A four-step model: Why each step is important and how to implement and lead. - 30 minutes
3. Real data that really matters: Which data matters most and how to make it actionable. - 10 minutes
4. The highest-yield outcome: Shifting teacher mindsets.- 10 minutes

Engagement:
1. Music, videos, and a visually-engaging (read: few words!) slide deck will guide the delivery of the content of this presentation. These will be used to cultivate a positive learning environment that capitalizes on the power of curiosity and anticipation.
2. Authentic and concrete examples for practical application will be used to enhance and elaborate upon existing understandings and to facilitate immediate use.
3. Object representations will be used to elevate connection of content to existing understanding and to create long term memory.
5. A sketch notes-based note-grabber will be provided that will create structure for meaning-making and momentum beyond the session.
6. District-wide implementation processes and resulting data will be used to demonstrate real outcomes.

Process:
1. Turn/talk prompts will be used at least two times during each segment.
2. Note-grabber shares will be encouraged at conclusion of each segment.
3. Closing activity will create commitment to invest in the process.

Supporting research

Sustained Professional Study
-Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development.
-Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181-199.
-Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What Makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, 38(4), 915-945.
-Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School.

Professional Learning
-Learning Forward (learningforward.org)
-The National Staff Development Council (NSDC) Standards for Professional Development
-Corwin’s Visible Learning and Professional Development Resources (corwin.com)

Action Research in Schools
-Kemmis, S., & McTaggart, R. (1988). The Action Research Planner.
-Stringer, E. T. (2013). Action Research.
-Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as Stance: Practitioner Research for the Next Generation.
-Sagor, R. (2000). Guiding School Improvement with Action Research.
-McNiff, J., & Whitehead, J. (2006). All You Need to Know About Action Research.
-Educational Action Research Journal (tandfonline.com)
-Action Research Network of the Americas (ARNA) (arnawebsite.org)
-The Center for Collaborative Action Research (ccar.wikispaces.com)
-University-Based Action Research Centers (e.g., Harvard Graduate School of Education, University of Sydney Action Research Network)
-Teacher Action Research: Building Knowledge Democracies (Jean McNiff) (jeanmcniff.com)