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Welcome to the IU 19 Collaboration Wikispace. This will serve as a virtual space for collaboration and sharing!

PD Forms for Consideration!

**Professional Development **  It is the mission of the professional development program to promote quality teaching through staff development that improves the learning of all students, deepens educators’ content knowledge, and provides them with research-based instructional strategies to assist students in meeting rigorous academic standards. (Adapted from the National Staff Development Council)
 * Guidelines **
 * MISSION **

Sources Include:
 * Guidelines for Content **

 Work of schools, as the schools focus on the goals for student learning, actual student performance, and standards.

 Building long range plans based on the district’s strategic plan and on particular learning needs of their students.

 Needs assessments developed from two factors--first, data driven results that compare actual student performance to goals and standards for student learning and second, teacher perceptions of need.

 Combination of generic instructional skills and/or technology skills with content-specific applications whenever possible.

 Theory that supports the knowledge and skills to be learned.    Model effective instruction by addressing individual teacher differences allowing flexibility in programming and variety in instructional learning opportunities, while maintaining a set focus on classroom application and student learning.  Offer multiple forms of job embedded, day to day, learning opportunities such as: study groups, lesson study, mentoring, peer coaching, department meetings, action research, and co-teaching.  Nurture and focus learning communities on student progress by designing instructional environments around collaborative problem solving and cooperative learning.  Invest in administrator and teacher leaders who are experienced in both curriculum and instruction and who can motivate staff to become advocates for continuous improvement.  Provide training and related instruction that allows time for ongoing learning and long-term follow-up coaching support to ensure improvement. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;"> Support and celebrate teachers’ commitments to educational improvement by providing recognition and incentives. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;"> Focus professional development on integrating initiatives, being careful not to isolate initiatives or overwhelm participants. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 8.0pt; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontsize: 8.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;"> Recognize that professional development is a long-term process. Move all projects to completion by investing time and resources during the three stages of the change process: initiation, implementation, and institutionalization.
 * Guidelines for Process **

<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 8.0pt; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontsize: 8.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;"> Embed professional learning within the school day providing sufficient time for teachers to work together and to learn new skills, to accomplish long-range district, building goals, and content area goals.

<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;"> Develop an evaluation process that is ongoing and includes multiple sources of information and focuses on change process at all levels of the organization.

Program planning and evaluation design are two processes that should occur simultaneously. Evaluation should be considered during the earliest stages of planning and continued throughout development, implementation, follow-up, and maintenance.
 * Guidelines for Evaluation **

//<span style="color: black; font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontsize: 10.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;"> // // Clarify the intended goal(s) and assess the value of the goal(s)- //** - ** Make sure the goals are clear especially in terms of the results you hope to attain with student learning, classroom practices and school practices. <span style="font-family: Times New Roman; font-size: 12pt; mso-bidi-font-size: 10.0pt; msobidifontsize: 10.0pt;"> //<span style="color: black; font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontsize: 10.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;"> // // Gather and analyze evidence of organizational support before implementing change or programming,-- // Determine organizational characteristics necessary for success**.** <span style="font-family: Times New Roman; font-size: 12pt; mso-bidi-font-size: 10.0pt; msobidifontsize: 10.0pt;"> //<span style="color: black; font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontsize: 10.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;"> // // Determine how the goal(s) will be assessed using multiple measures- //** - ** <span style="font-family: Times New Roman; font-size: 12pt; mso-bidi-font-size: 10.0pt; msobidifontsize: 10.0pt;">Measures should be based on the learning goals. Refine assessments to accurately reflect what students know and can do.

//<span style="color: black; font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontsize: 10.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;"> // // Outline strategies for gathering evidence-- // Determine a procedure for gathering evidence. Be mindful to include pre-implementation data as well as interim and final data. <span style="font-family: Times New Roman; font-size: 12pt; mso-bidi-font-size: 10.0pt; msobidifontsize: 10.0pt;"> //<span style="color: black; font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontsize: 10.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;"> // // Gather and analyze evidence of participants’ reactions and participants’ learning-- // Use a variety/combination of methods; allow anonymity. <span style="font-family: Times New Roman; font-size: 12pt; mso-bidi-font-size: 10.0pt; msobidifontsize: 10.0pt;"> //<span style="font-family: Wingdings; font-size: 12pt; mso-bidi-font-family: Wingdings; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontsize: 10.0pt; msofareastfontfamily: Wingdings; msolist: Ignore;"> //// Gather and analyze evidence of participants’ use of new knowledge and skills using multiple measures-- // Allow sufficient time to pass for participants to adapt the new ideas and practices to their setting.

//<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;"> // //Gather and analyze evidence of student learning outcomes--//In addition to stated goals, certain unintended outcomes may be important. Multiple measures of student learning are essential**.**

<span style="color: black; font-family: 'Times New Roman'; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> <span style="font-family: 'Arial Black',Gadget,sans-serif;">Literature Cited

Fullan, M. (2001). //The Meaning of Educational Change// (3rd ed.). New York: Teachers College Press.

Guskey, Thomas R. //Evaluating Professional Development//. Thousands, CA: Corwin Press, 2000

Harris, J. (1998). //Design tools for the Internet-supported classroom.// Alexandria, VA: Association for Supervision and Curriculum Development.

Hirsh Stephanie and Dennis Sparks (1997). //A New vision for Staff Development//. Alexandria, VA: Association for Supervision and Curriculum Development.

Killion, Joellen. “For good measure: How to assess staff development’s impact” //RESULTS// December/January 2002: 1,6.

National Staff Development Council. (1995). //Standards for staff development.// Oxford, OH: NSDC.

“Nine Design Principles for Professional Development Programs.” September, 2000. PDE. 26 February 2001. [|http://www.pde.psu.edu/staffdevelopment/ninedesign.html] North Central Regional Educational Laboratory. (1996). //Planning for learning through the use of technology.// Alexandria, VA: Association for Supervision and Curriculum Development.

Northwest Regional Educational Laboratory. (1999). //Research You Can Use To Improve Results.// Portland, OR: ASCD.

Professional Development for Teachers: Challenges and Trends. //The Informed Educator Series .// 1998. Educational Research Service.

Rogers, E. M. (1995). //Diffusion of innovations// (4th ed.). New York: The Free Press.

Schmoker, M. (1999). //Results// (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Sparks, D. (2006). //Leading for Results//. New York: Corwin Press.

Sparks, Dennis. “The Final 2%. What it Takes to Create Profound Change in Leaders,” //Journal of Staff Development,// Spring 2005, p8-15.

Teachers Learning from Teachers: An Important Component of Professional Development. //The Informed Educator Series.// 2000. Educational Research Service.

As a worksheet for us to collaborate professionally in the planning with our districts:

<span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Contact Person:

 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">District: Building:  **
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Phone Number: Email:   **

<span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Brief description of request:
<span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Research Base supporting PD plan:
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Date(s) Requested: Time Frame:  **
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Intended Audience: Estimated Number of Participants:  **
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Goal: **
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Anticipated Learner Outcomes: **
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;"> 1. **
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;"> 2. **
 * <span style="font-family: Times New Roman; font-size: 11pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;"> 3. **

How does this service align with district goals or Professional Education Plan? How was the need determined for the service? (Include any relevant data)

Describe previous training in this area. How will this training/consultation be used to build capacity within the district?

Describe the involvement of other district staff (if any) in the training and the role they will play.

Describe follow-up measures to be employed to ensure successful implementation.

(Moodle, Proquest)


 * ==== ** For BCIU Use ** ====

<span style="font-family: Times New Roman; font-size: 10pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Received:
__ Logged: __ __ Assigned: ___ Anticipated Fee: _ ||

<span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Please return to: Lori Gerber, Confidential Secretary Berks County Intermediate Unit 1111 Commons Blvd. P.O. Box 16050

Reading, PA 19612-6050
<span style="font-family: Times New Roman; font-size: 9pt; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">Phone: (610) 987-8421

** FAX: (610) 987-8406 **
Professional Development ** Criteria Checklist **

Content/ Goals || ** DOES THE PROFESSIONAL DEVELOPMENT ACTIVITY/PLAN: **
 * ** Content Process Evaluation ** || ** Professional Development Criteria Checklist ** || ** Criteria Met ** ||

Address student needs based on appropriate data? || || Process/ Design || ** DOES THE PROFESSIONAL DEVELOPMENT ACTIVITY/PLAN: **
 * ^  || Address professionals’ educational needs based on appropriate data? || ||
 * ^  || Align with mission, vision and goals?  || ||

Promote a deep understanding of content knowledge and research-based instructional strategies through a variety of methods? || || Multifaceted Evaluation || ** DOES THE PROFESSIONAL DEVELOPMENT ACTIVITY/PLAN HAVE AN EVALUATION COMPONENT TO ASSESS: **
 * ^  || Allow for the development of a learning community characterized by on-going interactions between professionals to promote teacher and student learning? || ||
 * ^  || Give an opportunity for follow-up activities that will include reflection and rehearsal to ensure successful implementation? || ||

Change in student learning and/or behaviors? || ||
 * ^  || Change in instructional practices? || ||
 * ^  || Change in professional knowledge/skills? || ||
 * ^  || Participant reaction? || ||
 * ^  || Infrastructure support (Resources, Time and Materials)? || ||