Effective Professional Development Using an OBM Approach

Melissa Owens

Activity: K-W
On one sticky note write about a positive professional development experience. Knowing what you do now about OBM, were any of the OBM methods used? One another sticky note write about a professional development experience that could have been better. Knowing what you do now about OBM, what OBM methods could have made the experience better?

Discussion Point: Why Do We need Professional Development?

Remain current Improve teaching abilities Add to our toolbox Improve quality of education

(Glickman, Gordon, & Gordon-Ross, 1999)

Typical Professional Development

Training Involvement in a development of improvement process Inquiry Individual professional development Observation/ assessment
(Glickman, Gordon, & Gordon-Ross, 1999)

Effective Professional Development

Discussion Point: Based upon your experiences, what worked? What didnt work?

Effective Professional Development

Effective staff development relates theory and application by combining presentation with demonstration, practice and feedback, with follow-up in the school in the form of technical assistance, coaching and peer support Effective staff development in regards to training is a useful technique for changing a variety of behaviors as OBM researchers have found.
Johnson, Redmon, & Mawhinney, 2008

Organizational Behavior Management

Creating a professional development experience that is effective is the part of OBM referred to as the program. A program can be a treatment (wage subsidy), an intervention (a training opportunity), or an independent variable (reinforcement program).
Johnson, Redmon, & Mawhinney, 2008

Data-Driven OBM and PD

Professional Development should be data-driven with a specific goal in mind that the administration is looking to achieve. Why or how will the professional development increase student achievement? A multiple baseline design can be used in a stepwise fashion (staggered) and is best to use because it will answer program evaluation questions.
Johnson, Redmon, & Mawhinney, 2008

As an Administrator, How to Make PD

EFFECTIVE
Focused Time to implement Collaboration Adequate support Comfort and Confidence Research based Incorporated district, building, department, and or individual goals.
(Penuel, Fishman, Yamaguchi, & Gallagher, 2007)

Reinforcement During PD
Administrators who use feedback as a source of reinforcement will add value to the context of the training. The value of a work setting will increase and the value of remaining in it will increase when more positive reinforcements are obtained therein whether they are contingent on performance or not.
Johnson, Redmon, & Mawhinney, 2008

Other Elements that can make PD Effective

Planning
Provide an agenda Begin and end on time Utilize demonstrations Include hands-on activities Be patient-show a sense of humor Offer prizes and rewards Include an evaluation Offer follow up activities

Physical Conditions Evaluations (see resource folder)

Evaluation is an integral and essential component of staff development, contributing to ongoing decisionmaking, modifications and improvement.

(Penuel, Fishman, Yamaguchi, & Gallagher, 2007) (Bishop,& Janczak,2005) (Emergency Librarian, 1994)

How can Administrators and Teachers Work Together to Make PD Effective?

Examine the current school philosophy regarding teacher and learning. Organize study groups to discuss contemporary views of learning. Examine goals of current school improvement plan and adapt them to meet current needs. Create school improvement teams that design activities to create learning organizations.
(Cook, Fine, Sparks, & Hirsh, 1996)

Discussion Point: PD Experiences?

Mentoring Skill development Teacher centers Teacher institutes Collegial support groups Networks Leadership rolls Reflection writing Individual plans Partnerships

(Glickman, Gordon, & GordonRoss, 1999)

Making PD Effective Cont.

Understand standards for staff development Examine and discuss current attitudes towards PD. Create a school culture in which teachers feel free to critically assess their own practices. Examine the effective learning models and frameworks for designing PD.
x (Cook, Fine, Sparks, & Hirsh, 1996)

Motivating the Adult Learner

2 types of motivation: Intrinsic: comes from within, the biggest reward is knowing that you accomplished something you set out to do Extrinsic: comes from outside sources

Incentives for Teachers: What motivates, What matters (Johnson, 1986)

Expectancy Theory: Individuals are more likely to strive in their work if there is an anticipated reward that they value such as a bonus or a promotion then if there is none Equity Theory: Individuals are dissatisfied if they are not justly compensated for their efforts and accomplishments Job Enrichment Theory: Individuals are more productive when their work is varied and challenging

4 tips for motivation

Make sure the content is relevant Bring in life experiences Be flexible Make sure the content is challenging and varied

Make the information Relevant

Skills training is not appropriate in situations where people already possess skills needed to execute the desired behavior. Self-management training or the use of motivational strategies such as goal setting and contingent reinforcement are more appropriate.
Johnson, Redmon, & MaWhinney, 2008

Bring in Life Experiences

Adults have had a lot more experiences the kids, use this to your advantage Help them integrate this knowledge into new learning Be careful of This is how I did it . . . discussions

Be Flexible
Adults have a lot of responsibilities outside of your class, the more information youve given them the further in advance, the better Allow teams to examine more specific topics inside your general curriculum that they choose

Challenge/Variation
Adults have a lot on their minds, if they are not challenged and the work isnt varied they will lose focus

Collaborative PD
Collaborative PD occurs by combining special and general educators together. It is recommended both forms of knowledge are shared during PD.
Personal Knowledge- includes teachers tactic or experiential knowledge. External knowledge- includes theoretical, empirical, or practical information, from a variety of sources other than personal experience.
(Glatthorn, 1990)

Collaborative PD
Professional dialogues would be more effective if teachers have a sense of ownership. Teachers appreciated being able to share concerns and needs in regards to including students in their classrooms with colleagues.
(Schumm & Vaughn, 1995)

Collaborative PD
To achieve the dual goals of quality professional learning for all teachers and academic achievement for all student groups (NSDC, 2001), principals are encouraged to incorporate practices inclusive of all faculty members. Study groups allow school practitioners to study relevant research and teaching strategies for making decisions on how to impact student achievement and school culture
Mullen & Hutinger, (2008).

Collaborative PD
Study group refers to faculty members who gather to discuss student work, instructional strategies, and school wide goals or initiatives study groups require participation from all faculty members focused on a common vision for student learning; these serve as a viable method for facilitating high-quality professional development in support of National Staff Development Counsel guidelines.
Mullen & Hutinger, (2008).

Collaborative PD
Recent research on highly effective practices in teacher development affirms that participation in study groups affords teachers an opportunity to prioritize student needs and school improvement goals, not only on a consistent basis but also in a supportive context
Mullen & Hutinger, (2008).

Collaborative PD
Although classroom teachers are agents of instruction, objects of change, and facilitators of student learning, the principal is the crucial factor in the success of faculty study groups.

Mullen & Hutinger, (2008).

Key Topics for Administrators

On-Site Professional Development
The best resource in the room is the teacher, we should invest our money there Greater understanding by teachers leads to greater fidelity with regard to the implementation of EBP, as well as the ability to meet individual needs more effectively
(Kennedy, & Shiel, 2010)

Key Topics for Administrators

On-Site Professional Development
Facilitators provided in-class modeling of new instructional practices discussed during PD Teachers took notes and looked for evidence of the effective components of these lessons Facilitator would revisit classrooms to look for these same effective components
(Kennedy, & Shiel, 2010)

Key Topics for Administrators

Self Determination Skills
When students are taught to self-regulate, problem solve, make decisions and set goals they have greater access to the general curriculum Students were taught to plan and learn along with content, this offered greater access over time and across content
(Palmer, Wehmeyer, Gipson, & Agran, 2004)

Key Topics for Administrators

Self Determination Skills
When a problem is posed, students focus on solving it in 3 phases: 1) Phase 1: What is my goal? 2) Phase 2: What is my plan? 3) Phase 3: What have I learned?
(Palmer, Wehmeyer, Gipson, & Agran, 2004)

Key Topics for Administrators

Better Knowledge of General Ed. Curriculum.
Helps Spec. Ed. Teachers find the balance between remediation and instruction
(Abell, Bauder, & Simmons, 2005)

Improved alignment of expected outcomes, teaching strategies and assessments Better connections between subject areas through curriculum mapping
(March, & Peters, 2002)

Key Topics for Administrators

Better Understanding of Effective Instruction
As teacher collaborate to implement effective instructional techniques, access for Spec. Ed. Students is increased
x This includes UDL (Wehmeyer, 2006) (Abell, Bauder, & Simmons, 2005)

Teachers should focus on varying instructional methods, utilizing authentic assessments, highquality materials and cooperative work
(March, & Peters, 2002)

Key Topics for Administrators

Curriculum and Instruction are Affected by:
The attention given to higher order thinking skills and activities The variety of instructional methods
x Guided discussion, action research, technology

Learning constructs
x Levels of questioning, visual organizers (March, & Peters, 2002)

Available PD for Access to the Gen. Ed. Curriculum

www.edcatorsprofessionaldevelopment.com www.PaTTAN.net (professional development -> resources/ calendar) http://www2.ed.gov/teachers/dev/contedu/edp icks.jhtml?src=ln http://www.ascd.org/professional_development .aspx www.discoveryeducation.com www.nsdc.org

Activity: -L
On a sticky note, share something you learned from todays presentation on Professional Development using an OBM approach.

References
Abell, M. M., Bauder, D. K., & Simmons, T. J. (2005). Access to the general curriculum: A curriculum and instruction perspective for educators. Intervention in School and Clinic, 41, 82-86. Bishop, K., & Janczak, S. (2005). Conducting effective staff development workshops. Library Media Connection, 33. Cook, C. Fine, C., Sparks, D., & Hirsh, S. (1996). Critical issues: realizing new learning for all students through professional development. North Central Regional Educational Laboratory. Retrieved from www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd200.htm Emergency Librarian. (1994). Effective staff development. Emergency Librarian. 22, 1. Glatthorn, A.A. (1990). Cooperative professional development: Facilitating the growth of the special education teacher and the classroom teacher. Remedial and Special Education, 11, 29-34. Glickman, C., Gordon, S., Ross-Gordon, J. (2007) Supervision and instructional leadership: A developmental approach. (Rev. ed.) Boston: Pearson. Johnson, S. (1986). Incentives for teachers: What motivates, what matters. Education Administration Quarterly, 3, 54-79. Johnson, C.M., Redmon, W.K., & Mawhinney, T.C. (2008). Handbook of organizational performance. Binghamton: The Haworth Press. Kennedy, E., & Shiel, G. (2010). Raising literacy levels with collaborative on-site professional development in an urban disadvantaged school. The Reading Teacher, 63, 372-383. Lee, S.H., Wehmeyer, M.L., Soukup, J.H., & Palmer, S.B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76, 213 233

References Cont..
Leko, M.M., & Brownell, M.T. (2009). Crafting quality professional development for special educators: What school leaders should know. TEACHING Exceptional Children, 42, 64-70. Mullen, C., & Hutinger, J.L. (2008). The principals role in fostering collaborative learning through faculty study group development. Theory Into Practice. 47, 276-285. March, J. K., & Peters, K. H. (2002). Curriculum development and instructional design in the effective schools process. Phi Delta Kappan, 83, 379-381. Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427439. Panuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44, 921-958. Schumm, J.S., & Vaughn, S. (1995). Meaningful professional development in accommodating students with disabilities. Remedial and Special Education, 16, 344-354. Wehmeyer, M. L. (2006). Beyond access: Ensuring progress in the general education curriculum for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 31, 322-326.