Tag: professional development

A Learning Progression To Support Teachers

July 23, 2013 by

photoAll twelve of us sit around the table in our workroom, pouring through the Customized Classroom Facilitator Continuum.  I half skim the paper in front of me, half scan the faces of my colleagues.  On one of my scans I catch my principal’s eye.  He’s scanning too. We finished our first draft of the progression yesterday, and this is the moment when we find out if our work makes sense.  I’m a little nervous.

The teachers in the room with us, the Phase 1 teams, are all taking the first steps towards our vision of customized learning.  It is now April and all of us are tired, a little ragged, from stretching into this first year.  These people are the best people to look at this progression and give us honest, brutal feedback.  And they will.

The Customized Classroom Facilitator Continuum is a learning progression, just like any other learning progression, but for teachers.  A learning progression takes a skill or concept, breaks out the different aspects of that skill or concept, and arranges learning targets from simple to complex.  There are different kinds of learning progressions depending on content and skill, as Fritz Mosher touches on in his CPRE policy brief “The Role of Learning Progressions in Standards-Based Education Reform,” as well as different formats for organizing them.  The Customized Classroom Facilitator Continuum takes the skills and understandings needed to create and support a personalized learning environment and arranges them by the following philosophical lenses: (more…)

Avoid Hit-or-Miss Professional Development

October 9, 2012 by

As a former principal and curriculum director, I can easily tell the difference between good and bad professional development. I’m embarrassed to admit that I have had my hand in delivering some poor quality events in my career. Some of my colleagues refer to past trainings as a “spray and pray” approach to learning something. In other words, we offered a one-time event and hoped that teachers would walk away with some great idea to use. Fortunately we have seen the error of our ways and now use embedded professional development options that have teachers collaborating with peers to learn new skills. Implementing proficiency-based learning options for the long term requires purposeful and specific components to ensure that practices can be sustained and result in a new learning culture that improves student achievement.

Approximately 150 Oregon secondary teachers recently completed an 18-month period of professional development that focused on implementing proficiency-based practices. Their activities resulted in the publishing of It’s About Time – A Framework for Proficiency-based Teaching & Learning. This teacher self-evaluation workbook highlights the six major areas Oregon teachers recognize as critical elements in any proficiency-based experience. Teachers use these elements, called “constructs” in the book, in any order based on student needs. It’s worth looking at each of these constructs through the lens of effective and regularly scheduled professional development.

Construct #1— Target In a standards-based classroom, teachers TARGET the standards as their primary instructional foci. A strong professional development plan has districts scheduling summer collaboration time, as well as regular meetings of content area specialists to identify which standards teachers will address. During these events, teachers practice how to break down a standard into manageable instructional chunks and focus on designing activities around the smaller learning targets.

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Student Learning Objectives: Insights into Using Competencies as a Growth Model

September 4, 2012 by

I’m a TQM-freak. I admit it. I think Total Quality Management and continuous improvement is just the best management practice ever developed. So I distinctly remember the moment ten years ago when I realized the power of competency education when the great team at the Young Women’s Leadership Charter School walked me through their management reports.

By tracking the progress of students mastering learning objectives in their management information systems, YWLCS could generate two powerful sets of reports. In addition to individual learning progression for each student, YWLCS would generate:

Exception Reports: By knowing which students haven’t yet mastered specific competencies, YWCLS can organize groups of students to work with specialists in the classroom or afterschool or Saturday programs for extra help. This allows teachers and the school to organize supports and opportunities during the semester rather delaying interventions. (more…)

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