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Active Ingredients of Effective Professional Development (COLLECTIVE…
Active Ingredients of
Effective Professional Development
CONTENT FOCUS
Activities that are focused on subject matter content and how students learn that content." (Desimone & Garet, 2015)
"focus on subject and pedagogical content" (van Veen, Swart, & Meirink, 2012)
Campbell, Osmond-Johnson, et al. (2017) called it
Quality Content
-- "evidence-informed, subject-specific and pedagogical content knowledge with a focus on student outcomes"
"Worthwhile content. Knowledge and skills developed in PD are those that have been established as effective in achieving valued student outcomes." (Timperley, Wilson, Barrar, & Fung, 2007)
:star: "PD is more successful when it is explicitly linked to classroom lessons." (Desimone & Garet, 2009)
ACTIVE LEARNING
"opportunities for active and inquiry-based learning" (van Veen, Swart, & Meirink, 2012)
"Opportunities for teachers to observe, receive feedback, analyze student work, or make presentations." (Desimone & Garet, 2015)
Learning and Design Implementation
: "active and variable learning" (Campbell et al., 2017)
"Inquiry" (Earl & Katz, 2006) (question, examine, find, engage, reflect...
COHERENCE
"content, goals, and activities that are consistent with the school curriculum and goals, teacher knowledge and beliefs, the needs of students, and school, district, and state reforms and policies." (Desimone & Garet, 2015)
"a balance of teacher voice and system coherence" (Campbell et al., 2017)
SUSTAINED DURATION
"sustainability over time" (van Veen, Swart, & Meirink, 2012)
"PD activities that are ongoing throughout the school year and include 20 hours or more of contact time." (Desimone & Garet, 2015)
Support and Sustainability
: "ongoing in duration (with) resources" (Campbell et al., 2017)
"Multiple opportunities to learn new information, understand its implications, and to encounter them in environments that offer both trust and challenge." (Timperley, Wilson, Barrar, & Fung, 2007)
"sustained momentum" (Timperley, Wilson, Barrar, & Fung, 2007) --> teachers need to have sound theoretical knowledge, evidence-informed inquiry skills, and supportive organizational conditions
COLLECTIVE PARTICIPATION
(van Veen, Swart, & Meirink, 2012)
"Groups of teachers from the same grade, subject,
or school participate in PD activities together to build an interactive learning community." (Desimone, 2009; Desimone & Garet, 2015)
"Dynamics and Group Composition" (Vangrieken et al., 2017): interpersonal relationships, emotions, collaboration adn collaborative spirit, openness, sharing concerns; conflicts are common, but participants develop coping skills and attitudes
Learning and Design Implementation
: "collaborative learning experiences" and "job-embedded learning" (Campbell et al., 2017)
"integration of knowledge and skills. Integration of "essential teacher knowledge and skills" promotes "deep teacher learning and effective changes in practice" (Timperley, Wilson, Barrar, & Fung, 2007)
"Opportunities to process new learning with others. Collegial interactions... focused on student outcomes" help teachers "integrate new learning into existing practice" (Timperley, Wilson, Barrar, & Fung, 2007)
Collaboration: "intensive interaction... opens up beliefs and practices to investigation and debate" (Earl & Katz, 2006; Little, 1990)
"conditions, opportunities, experiences for collaboration and mutual learning" -- "take charge of change" -- individual and collective learning, constantly challenging what they believe and do (Earl & Katz, 2006)
LEADERSHIP
"supportive organizational culture" (vanVeen, Zwart, & Meirink, 2012)
(Vangrieken et al., 2017)
Knowledge expertise (external to the group) has a key role in developing expectations for improved student outcomes 7 organizing/promoting engagement PLUS "active leadership" (Timperley, Wilson, Barrar, & Fung, 2007)
Leadership (Earl & Katz, 2006) levels of leadership, both formal and informal; distributed across multiple people
"If a system is going to be transformed, leadership at all levels must be the primary engine." (Fullan, 2004)
:star: "Leadership plays a key role." (Desimone & Garet, 2015)
TRUST AND RESPECT
(Vangrieken et al., 2017)
"share without judgement, not afraid to try something new, accepts uncertainty, can ask questions and say 'I don't know'"
Relationships
(Earl & Katz, 2006): the 'connective tissue'; allows teams to do more over time than they could alone; common language, shared responsibility and expertise, etc.
"Social trust is the strongest facilitator of professional communities" (Bryk et al., 1999)
conflict is both inevitable and valuable for moving learning forward (Earl & Katz, 2006; Engestrom, 1999; Vangrieken et al., 2017)
STUDENT OUTCOMES
"Focus on valued student outcomes. PD that focuses on the link between particular teaching ativities and valued student outcomes are associated with positive impacts." (Timperley, Wilson, Barrar, & Fung, 2007)
"Information about what students need to know and do is used to identify what teachers need to know and do." (Timperley, Wilson, Barrar, & Fung, 2007)
:star: "Changing procedural classroom behaviour is easier than improving content knowledge or inquiry-oriented instruction techniques." (Desimone & Garet, 2015)
INDIVIDUAL DIFFERENCES
"approaches responsive to learning processes: whether or not new ideas are consistent with the assumptions that currently underpin practice" (Timperley, Wilson, Barrar, & Fung, 2007)
:star: "Teachers vary in their response to PD." (Desimone & Garet, 2009)
:star: "Implementation must allow for a variety of contexts, as well as typical conditions of education contexts." (Desimone & Garet, 2015)
HABITS OF MIND
a "professional way of being" (Timperley, Kaser, & Halbert, 2014)
notion that teachers, like their students, are learners (relatively new; Scher & O'Reilly, 2009)