Source: Globe, Clker, http://bit.ly/1CVSonk; Stick Figure, Clker, http://bit.ly/1JoIB83; Addition Problem, Pixabay, http://bit.ly/1OuGSBF; Square Root, Pixabay, http://bit.ly/1LMgxjc; Math Board, Pixbay, http://bit.ly/1GRTsoQ
Hello there, and welcome. In this lesson, you will gain a better understanding of the role that teacher competencies play in the development of collaborative professional development plans, and how it all leads to better practice. Let's get started.
We know that for students, growth goals are usually competency-based. Well, teacher professional development or growth plans can be as well. When you have a clear understanding of what is expected as a learner at any age, it's much easier to set clear targets and to put metrics in place that will measure whether or not those targets, skills, outcomes are met.
A collaborative team is able to do this through a competency-based approach. Let's take a closer look at some of the terms that are used here, as well as help to gain a better understanding of the concept of competency-based professional development.
Some of the most common terms used when discussing competencies, standards, and all things goal-related are targets, objectives, and outcomes. I will define each of them for you here. We'll start small, and then get big.
Targets are the simplest and most specific of goals. Each target expresses a single learning goal for the learner. Objectives are a bit more complex, and actually contain multiple targets. Objectives can sometimes provide you with checkpoints along the way toward a particular outcome.
And finally, outcomes are the most complex. They are made up of multiple objectives. Generally speaking, they are written to express what will happen at the end of the professional development plan. It's the big picture, so to speak.
Keep in mind that all three terms here-- targets, objectives, and outcomes-- all outline what teachers know and should be able to do. All this should be aligned to the plan's smart goals, which would be intern aligned with the school and district schools. I'll admit that these terms can get a little confusing, because they come from various sources. For example, you will find that in some places, objectives and outcomes are considered the same thing.
So for the purposes of this course, it's important to be aware of the definitions on this slide. Professional development goals may address teacher capabilities, which is what the teacher will be able to do. They make also addressed teacher knowledge areas, which is considered what the teacher will know. And some address both.
As an aside, I want you to be aware that there are many different terms used that refer to areas of teacher knowledge. For example, topic and content. Also, there are some common terms used to refer to teacher capabilities as well, such as skills and competencies.
For our purposes, we are using the term skill to refer to an individual teacher capability, and competencies as the concrete ability to incorporate multiple skills, or practices that are connected to the knowledge that teachers should master. Here's an example to help illustrate these terms.
I'll start right at the top with the outcome, which is ultimately what I would want to accomplish at the end of my professional development plan. In this case, is to design and implement classroom procedures and routines that support student learning. My objectives that will help me get there are to hold morning meetings every day, prepare reflection sheets for students who are not meeting the expectations, and to employ logical consequences for any incidents that occur. Along the way, my targets are to learn how to use the basic components of a morning week, teach and consistently use language from the reflection sheet, and compile a list of logical consequences for common infractions.
I will not be able to do any of this effectively without interpersonal and communication skills, and the proper language, and of course, patients. Here are three examples of professional development goals that represent different outcomes.
First, an outcome-centered around a capability might be for a teacher to learn how to flip a math lesson. Next, an outcome based on knowledge would be for the teacher to learn a different math algorithm. Finally, one that incorporates both capability and knowledge could be for a teacher to learn how to flip a lesson about a new algorithm.
With any job, there are things you need to know or know how to do. For example, if you're a landscaper, you need to know that you should mow lawns on a higher setting to keep them green. You should also know how to start a lawnmower. Teachers have professional standards that tell them what they should know and what they should know how to do.
Standards are generally written broadly and have a range of levels of proficiency and mastery. However, they do describe all targeted teaching goals, including knowledge and competencies. They usually focus on a specific content area, like science, a professional teaching skill, like questioning, a professional practice, like reciprocal teaching, or ethical issues, like grading.
The term standards refers to a set of them as a whole, but the singular, standard, refers to an individual standard from the set. Depending on the situation, an individual standard might sound a lot like a target, an objective, or even an outcome. Expect to see some overlap in writing them.
You've probably heard the terms practice, performance, or application standards. These are simply standards that place a greater emphasis on teacher capabilities. Here are a few sample teacher standards that represent different levels. First, the target level. The teacher will use levels, texts, and science. Second, an objective level outcome might be for the teacher to develop and implement supports for learner literacy development across content areas.
And thirdly, I've taken this one directly from in-task to demonstrate a standard that illustrates a broader outcome. The teacher understands how to connect concepts and use different perspectives to engage learners in critical thinking, creativity, and collaborative problem-solving related to authentic, local, and global issues.
Finally, here are two examples of teacher competencies taken from Robert Marzano's framework-- to use available traditional resources in the use of available technology, and planning and preparing for the use of resources and technology.
Either one of these could be aligned with smart goals or school industry goals, and can be included in a professional growth plan. Let's take a look back and summarize what was covered in this lesson. We looked at competency-based professional development, and defined some relevant terminology. I shared some examples to illustrate those terms, and ended the lesson by examining some standards.
And here's today's food for thought. Take a moment to go back and review the many definitions that were introduced in this lesson. And to continue your learning, you may want to explore the Additional Resources section that accompanied this presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set. Thanks so much for watching. Have a great day. We'll see you next time.
(00:15-00:50) Competency Based PD
(02:11-02:54) Competency, Skills, Content
(03:53-04:19) PD Goals Examples
(05:28-06:30) Sample Standards
(06:31-07:11) Summary/Food For Thought
Preparing Teachers for Deeper Learning: Competency-Based Teacher Preparation and Development
In this article, Karen Cator et al. explore how competencies should be used to measure teacher professional development.
LOTE Teacher Competencies for Professional Development
This tool helps with the measurement of teacher growth through professional development.