The Iowa Professional Development Model

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The Iowa Professional Development
Model District Career Development Plan
Evaluation
AEA 9 April 7, 2004
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The combination of three concepts constitutes the
foundation for results1) meaningful teamwork
2) clear, measurable goals and 3) regular
collection and analysis of performance
data.Schmoker, 1996
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Model offers guidance to help districts implement
the required

• District Career Development Plans
• Individual Teacher Career Development Plans
• NCLB definitions for Quality Teachers and
  Quality Professional Development

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District Career Development Plan Requirements
IAC 281--83.6(2)

• Incorporated into CSIP
• A long-term plan designed and implemented to
  increase student achievement
• Include all site and district personnel
  responsible for instruction.

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The district career development plan documents
that

• PD is based on student data and other needs
  assessment
• PD is aligned with district student achievement
  goals and
• PD is focused on instruction, curriculum, and
  assessment.

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District Plans document that

• PD learning opportunities are research-based and
  aligned with the Iowa teaching standards and
  criteria.
• Identification of the approved professional
  development provider(s).

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District Plans describe

• a process that includes theory, demonstration,
  practice, observation, collaboration, and the
  study of implementation.

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District Plans describe

• a program evaluation design for formative and
  summative evaluation processes.

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Read Discuss

• Review the District Career Development Plan
  Requirements
• Form a group of 3
• Discuss When fully implemented, how will the
  District Career Development Plan differ from past
  practice?

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CSIP 4 ?
How will we evaluate our programs and services to
ensure improved student learning?
What do data tell us about our student learning
needs?
How do/will we know student learning has changed?
What do we do/will we do to meet student learning
needs?
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Individual Teacher Plan

• Individual Plans are required July 2005
• Read the requirements in your handout packet.

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Individual Teacher Career Development Plan

• supports learning needs identified in the teacher
  evaluation process
• provides opportunities to personalize learning on
  content and skills that are delivered through the
  District Career Development Plan
• supports learning needs that are unique to
  his/her particular assignment

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District Career Development Plans Individual
Plans

• Both focus on the districts student achievement
  goals
• Both are based on the Iowa Teaching Standards
• Individual Plans
• should be a direct fit with
• District Career Development Plans.

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Consider the Individual Plan

• Check practices that are already in place in your
  school
• What will need systematic development?

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Ongoing Data Collection(Formative Evaluation)

• Ongoing, frequent measures of targeted outcomes
  are used to guide training decisions
• Select tools for collecting information about
  student learning and teacher application
• Determine a workable schedule for collecting data

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Monitoring Your Implementation

• Describe how you will collect data on both the
  frequency and skill of use with your planned
  change.
• Who will collect these data and at what
  intervals?
• How will these data be shared and with whom?
• How often will you compare implementation data
  with formative data on student responses to your
  planned change?
• Will this occur in collaborative teams,
  school-wide, and/or district-wide?

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What might you discover from studying formative
data?

• Will you know what instructional and curricular
  changes your students are experiencing?
• Is each student getting enough instruction in
  this strategy to yield positive results?
• Will you know whether teachers are implementing
  the PD content with sufficient frequency and
  skill that students get the intended benefit?

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Formative ????

• Will you be able to track student progress/growth
  on the targeted knowledge/skills?
• Will you have enough information to adjust the
  training and workplace supports to help those
  teachers who are not transferring the skill into
  their classrooms? 
• What else might you need to include in your
  formative data collection?

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Teacher Implementation DataStudent Learning Data

• Combine 3 sources of information to get an
  implementation level
• Observations using a checklist (indicators of
  implementation) Rate 1-5 for accuracy
• Document Analysis lesson plans reviewed over a
  set period of time ranked on fidelity
• Minutes from collaborative team meetings rated
  for evidence of strategies, problems solving,
  etc
• Combine the three sources High, Medium, Low

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Compare Implementation Scores to Student Data

• What patterns do you see?
• In every school, for various reasons there are
  variations in implementation.
• Discuss with your team if changes in training and
  supports are needed.

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Program Evaluation(Summative Evaluation)

• Summative evaluation occurs at greater intervals
  than formative process (yearly)
• The effectiveness of professional development is
  judged by student learning outcomes.

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Program Evaluation

• Determination of the efficacy of a professional
  development program is based on two factors
• whether or not the content was implemented as
  planned and
• whether or not students acquired the desired
  knowledge/skills/behaviors.
• This judgment is based on both formative and
  summative evaluation data.

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Program Evaluation

• The quality of the evaluation is contingent upon
  having clearly stated goals that target
  improvement in student performance.
• A professional development program is successful
  when it achieves its student learning goals.

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Goal-Oriented Summative Program Evaluation

• CSIP materials on Web site http//www.state.ia.us/
  educate/ecese/asis/csi/documents.html
• Review list of questions in handouts
• Discuss with a partner how this list compares to
  other processes you have seen.

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Analyzing and Reporting Our Data Program
Evaluation

• Worksheet for preparing your report
• Share results with faculty, board and community
• Data and findings become part of the next CSIP
  Question 1
• Cycle begins again

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The Iowa Professional Development Model

• For Additional Information Contact
• Deb Hansen, Consultant
• Iowa Department of Education
• deb.hansen_at_ed.state.ia.us