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Checking Professional Development for Alignment to Professional Teacher Standards

Checking Professional Development for Alignment to Professional Teacher Standards


In this lesson, students assess the alignment of professional development plans to professional teacher standards.

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Source: Globe, Clker, http://bit.ly/1CVSonk; Stick Figure, Clker, http://bit.ly/1JoIB83; Finger, Pixabay, http://bit.ly/1DwUATT; Computer, Pixabay, http://bit.ly/1Dm1oUR; National Board, http://www.nbpts.org; Danielson Group, http://bit.ly/1KTsXqU

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Hi there and welcome. In this lesson, we will assess the alignment of professional development plans to professional teacher standards. I will start with a quick recap of five of those professional teacher standards. Let's look at them. They are, the InTASC Standards, National Board, Danielson Framework, the Marzano Model, and the ISTE standards.

After we go through them all I will share with you a professional development plan, it's outcomes and objectives. I will then select the relevant standards or rubrics that most closely aligned to the outcomes and objectives to that plan. Finally, I will rewrite the outcomes and objectives using the relevant standards and create aligned measurable competencies using the language of the standards. Let's begin.

InTASC stands for the Interstate Teacher Assessment and Support Consortium. The standards are made up of four domains that include 10 standards. The list of standards is pretty basic. Let's take a look at them. As you can see the domains are, the learner in learning, content knowledge, instructional practice, and professional responsibilities. They're pretty straightforward and are organized in such a way that makes them fairly easy to remember. Take a moment to pause here and look them over closely.

The National Board follows their own set of teaching standards but they have a great deal in common with those found in state and in InTASC standards. Specific standards do vary according to the 25 certification areas that are available. But all ahere to the following five core propositions. Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to students. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. And teachers are members of learning communities.

Perhaps the most widely used model in the country is one set forth by Charlotte Danielson. Simply known as the Danielson Framework. The model is broken down into four domains and 22 competencies. Let's take a look at them. Again, you may want to pause the video here for a moment and take a closer look. As you can see, the four domains are planning and preparation, classroom environment, instruction, and professional responsibilities.

The Robert Marzano model is quite comprehensive. In fact it consists of four domains and 60 smaller elements. The domains are structured in a way to give teachers and leaders very clear guidelines on what to consider in the organization and classroom design. They are classroom strategies and behaviors, planning and preparing, reflecting on teaching, collegiality and professionalism.

Finally the ISTE standards for teachers are listed here. They are facilitate and inspire student learning and creativity, design and develop digital age learning experiences and assessments, model digital age work and learning, promote and model digital citizenship and responsibility, engage in professional growth and leadership. Although we will stay on this slide for a little while you might want to pause it for a moment to take a closer look before we begin.

I've pulled out relevant standards that are reflected in this plan and will share them with you now. The first are from InTASC. Standard four, content knowledge, and standard six, assessment, are both clearly evident in this statement. Standard eight, instructional strategies, are referenced a few times when mentioning differentiated strategies in revising instruction. And the statements about planning time and meetings address standard 10, leadership and collaboration.

Next on to the National Board Standards, which are very well represented in this particular plan. Proposition one, teachers are committed to students and their learning, is the common thread in this entire plan. Proposition two, teachers know the subjects they teach and how to teach those subjects to students. Again it's about DI and content knowledge. And when the plan talks about the use of data that is directly related to proposition three, teachers are responsible for managing and monitoring student learning.

Now on to Danielson and we will focus on domain one, planning and preparation. One a and one b are about demonstrating knowledge of content, pedagogy, and students. Which is all connected to these statements. Also one d, demonstrating knowledge of resources, is referenced here but I do not feel it is explicit enough. Also one f, designing student assessments, is evident here.

For Mazono's Framework we will focus on domain two, planning and preparing. That can be seen in the following statements, all related to what the teacher needs to do to meet the needs of the students. And finally the ISTE standard of engaging in professional growth and leadership is also mentioned here.

Now I will make a few tweaks to strengthen this plan in the following areas, in task standard five, application of content. I will add, frequently assess student progress using multiple assessment strategies and tools such as STAR, Tenmarks, and Aims Web. I will improve proposition five of the National Board Standard, teachers are members of learning communities, by making the following change. The teams will formalize their meeting process by assigning roles and establishing norms. And finally I would like to get ISTE standard two, design and develop digital age learning experiences and assessments reflected, by adding revise instruction as needed including blended learning and integrating technology.

Notice that by just making a few changes in the language so much more is covered thus improving the overall alignment of the plan. As you saw revising an existing plan is possible but it's certainly best practice to create the plan with alignment in mind from the outset. Alignment makes it much easier to measure the effectiveness of the plan as well as identify teacher competencies. This allows administrators to support teacher growth and development by providing learning activities and opportunities for them.

To summarize this lesson, we looked at professional development plans and how the following sets of standards can help support your work. InTASC teacher standards, the National Board Professional teacher standards, the Danielson Framework, the Marzano teacher evaluation model, and the ISTE teacher standards. We also looked at how these standards can be rewritten into measurable goals.

And now for today's food for thought. Continue the activity I started a couple of slides back. Take a standard and turn it into a measurable goal. Thanks for watching. We'll see you next time.

Notes on "Checking Professional Development for Alignment to Professional Teacher Standards"

(00:00-00:14) Intro

(00:15-00:49) The Standards

(00:50-01:22) InTASC

(01:23-02:00) National Board

(02:01-02:29) Danielson Framework

(02:30-02:55) Marzano Model

(02:56-03:17) ISTE

(03:18-05:08) Example

(05:09-05:56) Revisions

(05:57-06:26) Things To Remember

(06:27-07:03) Summary/Food For Thought

Additional Resources

Teacher Assessment and Evaluation: The National Education Association’s Framework for Transforming Education Systems to Support Effective Teaching and Improve Student Learning

This National Education Association white paper outlines the challenges with improving teaching and learning, and offers a framework for improvement based on criticism of current educator evaluation models.

Criteria for an Effective Teacher Evaluation System 

In this article, Linda Darling-Hammond explains the qualities of an effective teacher evaluation process.

The Mind Shift in Teacher Evaluation: Where We Stand—and Where We Need to Go

This article from the American Federation of Teachers discusses effective teacher evaluation systems, and outlines common missteps to be avoided.