In this tutorial, we'll examine Learning Forward's standards for professional learning. I'll begin by explaining the background of these standards, and then we'll take a close look at the standards for professional learning. Finally, I'll share an example of the possible application of these standards. Let's get started.
Let's begin with a little background. Learning Forward is an association whose sole focus is on building the skills and the knowledge of educators. Learning Forward has applied grant funding to an effort in which they have published a third iteration of their standards for professional learning.
These standards incorporate adult learning theories and research-based practices. And so these standards can be very helpful as we develop high-quality professional development activities and professional development plans.
Instead of calling them professional development standards, Learning Forward uses the terminology professional learning standards. This demonstrates their belief that all educators should be actively engaged in their learning as they work towards improving their practice.
Learning Forward's document entitled Standards for Professional Learning published in 2014 outlines for us standards for professional learning or for professional development that we can apply to the design of our professional development or professional learning opportunities.
There are seven standards in the list. And each of these standards is written to describe professional learning that will have the highest possible impact on both student achievement and educator effectiveness.
The first standard is learning communities. Effective professional development is going to occur within the context of a collaborative group. This group needs to be working together in the process of aligning goals and focusing on continuous improvement.
The second standard is resources. Effective professional learning prioritizes and monitors the resources that are necessary in order to support growth and development. The third standard is learning designs. The design of our professional learning should be aligned to research and theories about human development in order to again have that greatest possible impact.
Standard number four is outcomes. Our professional learning outcomes should be aligned to both curriculum standards and to professional teacher standards or to educator performance standards. The fifth standard is leadership. Effective PD requires leaders who are working to build capacity and to support professional learning efforts.
Standard number six is data. Highly effective professional learning incorporates both student data and teacher data in all stages including the planning, the implementation, and the monitoring or evaluation of that professional learning.
And finally, standard number seven is implementation. Professional development is going to be the most effective when it includes long-range plans not just for building or inspiring change, but also for sustaining that change.
Let's look at a sample professional development plan to check for alignment to these professional learning standards. There is alignment to a site goal that states that staff will demonstrate professional growth through professional development that is focused on research-based instructional strategies that support student achievement and college and career readiness.
And the plan is aligned to two district goals-- one stating that students are going to graduate ready for college or career and the second stating that staff will use research-based instructional strategies to improve student achievement.
There are two action steps listed. One is aligning curriculum to common core standards. And the other is enhancing instruction with technology. Resources, a timeline, details about who is responsible and who is involved, and evidence are listed for both of these action steps.
The first professional learning standard, learning communities, is evident in this plan in the form of professional learning communities. Especially in the first action step, teachers are going to be working with the members of their PLC to align their curriculum to common core standards and then to report their progress and their year-end summaries as part of the evidence. This standard is not evident in the second action step, however. So it may be considered as an option here in the second action step to add some elements of learning communities or collaboration.
This plan is very strongly aligned to the second professional learning standard, resources. The resources necessary for both action steps are clearly listed and well thought out. There is not clear alignment here to standard number three, learning designs. This plan could be modified to be aligned to adult learning theories and research on human development.
Professional learning standard number four, outcomes, is present in the first action step as this action step has teachers actively working to align curriculum to those common core standards. What's missing here is any reference to professional teacher standards or educator performance standards.
A great way to incorporate this element would be to modify action step two so that it involves the ISTE standards. This would be very relevant as those standards outline how teachers can effectively work with technology.
There is some alignment here to professional learning standard number five, leadership. The curriculum director is going to provide leadership in the first action step. And the technology staff is going to fulfill that role in the second action step.
The sixth professional learning standard, data, is also represented here as the evidence column outlines what data will be collected and used in the decision-making process. A potential element that could be added here would be some information about the background leading up to this plan and the action steps, what student and teacher pieces of data were used to make the decisions about what needed to be done, for example.
And finally, professional learning standard number seven, implementation, is, again, demonstrated to some degree in this plan. Both the timeline and the evidence column outline what is going to happen throughout the course of the current school year.
What could be modified here to make this plan even better aligned to the implementation standard would be to include some information about what is going to happen beyond just this current year, what is going to happen next year or even a few years down the road to ensure that the progress we make here is maintained.
Now it's your turn to stop and reflect. Check your current professional development plan for alignment to these standards. As you reflect on how this new information can be applied, you may want to explore the additional resources section that accompanies this video 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 skillset. Thanks for joining me today. Have a great day.
(00:00 - 00:21) Introduction
(00:22 - 01:11) Background
(01:12 - 03:25) Learning Forward's Standards for Professional Learning
(03:26 - 07:23) Application
(07:24 - 07:53) Stop and Reflect
TNTP Resources: Observation and Feedback
This toolbox has a variety of forms and checklists that can be used for teacher observations.
http://tntp.org/teacher-talent-toolbox/view/observation-and-feedback
Peer to Peer Classroom Observation Form
This is a tool for peers to conduct observations and provide feedback to one another.
http://www.wayne.k12.ms.us/userfiles/384/PeertoPeerClassroomObservationForm.pdf