You are on page 1of 13

A FRAMEWORK FOR PROFESSIONAL DEVELOPMENT

A highly qualified teacher is at the center of the education reform movement.


Setting high standards for what our student population needs to know and be able to do
when they complete their education, adopting measures to ascertain that students are
reaching those standards, and engagement of the public in the interest and support of
all students' progress through public accountability, have provided the terrain of
education reform. The improvement of teaching and learning is the road that will bring
all students to their rightful position in the image of a well-educated society. High level
teaching and learning depends on a knowledgeable and effective teacher in every
classroom.

This document has been developed to help focus attention and support for the
quality of teaching in the classroom, by explaining the characteristics of knowledgeable
and effective teachers and providing a measurement tool for assessing the system for
professional development programs to accomplish the improvement of classroom
teaching. Through the connection of these two important mechanisms, a common
structure for developing high quality teachers can be used across many program areas.

This framework can:

!" Guide the work conducted by all staff in their programs to affect the quality of
teaching.

!" Present a filter through which staff development providers in networks and
school districts can design their workshops and programs with the goal of
preparing a knowledgeable and effective teacher, evaluate the success of
those efforts, and insure alignment with the definition of professional
development in No Child Left Behind legislation.

!" Foster use of this material for pre-service and in-service of teachers as a
means to implement our belief that ongoing education of teachers in all areas
of their profession - attitudes, knowledge, and skills - must occur from the
beginning of their teacher preparation through to the end of their professional
life.

The framework for professional development encompasses two pieces. The first
is a diagram showing the characteristics of knowledgeable and effective teachers and
the relationship of these characteristics to one another. As the diagram shows, when all
of these attributes converge in teachers working towards the same goal - higher student
achievement - a learning community forms.
Within the broad attributes are the abilities that can be developed to a higher
level through teacher education. They become the topics for professional development
programs, either in combination with other topics, or as unique presentations -
depending on the needs for teacher improvement that surface through a planning
process.

The second piece of the framework is a professional development rubric, which


provides a measurement tool, and more importantly, a guide for development of teacher
and administrator ongoing education. This chart displays the steps in the process for
improving teaching and learning. Each step, from the vision/commitment to the
evaluation of the results, shows the indicators of success of factors that accomplish the
step. Educational research has established that reaching the high success indicators
will impact teaching and learning in a positive manner.

Potential use of this “Framework for Professional Development” include use at


the local school district level, the provider networks, and institutions of higher education:

!" Local Educational Agencies:

o Use by school districts in Comprehensive District Educational Plans (CDEP)


school reform planning.
o Use by school districts to develop, revise and improve local Professional
Development Plans (PDP) and Annual Professional Performance Review plans
(APPR).
o Use by school districts professional development programs as defined in No
Child Left Behind legislation Section 9501(34).

!" Professional Development Provider Networks:

o Use by all provider networks for a common “Framework for Professional


Development.”
o Use by provider networks in discussions and training of school districts and staff.

!" Institutions of Higher Education:

o Use by institutions of higher education to inform their teacher and school


leadership preparation programs.
o Use by institutions of higher education as a guide for providing professional
development to school districts and staff.
o Use by institutions of higher education for creating and sustaining partnerships
with schools.
PROFESSIONAL DEVELOPMENT:
Ensuring Knowledgeable and Effective Teachers

Attitudes

Professional Values and


Personal Commitment

-Attitudes and Beliefs


-Disposition

!" Climate/environment
!" Reflective and that supports
responsive practice learning
!" Collaborative
Learning learning
Community environment
focused on and Professional Skills
resulting in high and Abilities
Professional Knowledge
and Understanding student
achievement - data skills
- Content knowledge – - process
subject matter and - leadership skills
Pedagogical
curriculum - action research skills
Practice to
- inquiry skills
Support
- Student assessment - facilitation skills
Instruction:
- coaching/mentoring
- instructional
- Knowledge of student skills
delivery
development - classroom
- teaching
management
techniques
- technology skills
PROFESSIONAL DEVELOPMENT RUBRIC

VISION/COMMITMENT TO IMPROVE TEACHING AND LEARNING


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Administrative Support
!" Professional development is valued as !" The extent of professional !" Superintendent Days is the major form
a powerful change agent for total development is determined by of professional development.
school reform/improvement. resources available. !" Professional development decisions
!" Administrators serve as instructional !" Administrators make professional are left to others without administrative
leaders and participate in professional development decisions in isolation. involvement.
development activities. !" Administrators insure professional !" Administrators allow staff to participate
!" Administrators work collaboratively development opportunities for staff. in professional development.
with the staff and community with
evidence of mutual respect.
!" Administrators allocate and direct
resources to support professional
development activities to ensure
meeting the needs of all students and
staff.
Communication to the Whole School Community
!" Evidence of professional development !" There is evidence of professional !" Professional development opportunities
permeates the school environment. development in various schools and are posted in public areas.
!" There is regular and on-going program areas. !" Feedback mechanisms are limited in use.
dissemination of information through a !" Only a few methods are used to
wide variety of formal and informal disseminate professional development
communication techniques, i.e., opportunities.
newsletters, meetings, daily discussions !" Feedback mechanisms are used for
and conversations among staff. evaluation only.
!" Feedback mechanisms are in place and
encouraged, so that adjustments can be
made on a continuous basis to
professional development initiatives.
!" At least annually, a formal presentation is
made to the community on the overall
status of professional development

Vision – page 1 of 2
PROFESSIONAL DEVELOPMENT RUBRIC

VISION/COMMITMENT TO IMPROVE TEACHING AND LEARNING -- continued


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Buy-in/Ownership by the Whole Community
!" Parents and community members are !" Parents may participate in the professional !" The professional development program is
provided opportunities to plan and development programs. designed for teachers only.
participate in professional development !" The participation in planning professional !" Professional development is planned by
initiatives and to serve on a wide variety of development by school and community school staff only.
school committees. members is limited. !" Community members on school
!" Participation in planning professional !" Community members on school committees provide input from a personal
development includes the broadest committees report back to their perspective.
spectrum of the school and community. constituents. !" School facilities are available for use by
!" Community members on school !" There is reporting to community community organizations.
committees seek and provide input from organizations by the school of professional
the wider community. development activities.
!" There is evidence of cooperative
relationships between the school and
community organizations.

Vision – page 2 of 2
PROFESSIONAL DEVELOPMENT RUBRIC

PLAN FOR PROFESSIONAL DEVELOPMENT PROGRAMS


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Research Driven
!" Review of literature on professional !" A limited review of professional !" There is no evidence of a review of
development is evident in the planing development research is evident. professional development research in
process the planning process.
Data Driven
!" Quantitative and qualitative data is !" Quantitative and qualitative data is !" Only a limited amount of data is used
reviewed, including state test data, reviewed, including state test data, in the planning process.
standardized test data, student standardized test data, student
portfolios, student achievement data, portfolios, student achievement data,
teacher observations, referral reports, teacher observations, referral reports,
community priorities, etc. community priorities, etc.
!" Analysis of data is used to determine !" The root cause is not determined by
root cause. the analysis of data.
!" A continuous process of collecting and
analyzing data is evident.
!" Plans, strategies and decisions about
professional development are based
on the analysis of data.
Standards Based
!" All members of the school community !" Teachers and administrators have !" Teachers are familiar with the learning
have knowledge of the learning knowledge of the learning standards. standards in the areas they teach.
standards. !" Professional development activities are !" A variety of professional development
!" The professional development loosely tied to the learning standards. activities are offered, but they are not
activities address the knowledge and !" The learning standards are addressed driven by district needs and the
skills related to the 28 learning separately in the professional learning standards.
standards. development activities.
!" There is evidence of integration of
several standards/areas into the
professional development activities.

PDP Plan – page 1 of 2


PROFESSIONAL DEVELOPMENT RUBRIC

PLAN FOR PROFESSIONAL DEVELOPMENT PROGRAMS -- continued


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Collaboratively Developed
!" There is full participation by all members of !" There is limited participation by all !" Administrators and teachers dominate the
the school community in professional members of the school community in the professional development planning
development planning. professional development planning process.
!" There is evidence that input from all process. !" An autocratic process is evident in the
members of the professional development !" Decisions on the development of the plan development of the plan.
planning committee was respected and are made by majority rule. !" The professional development plan
honored. !" The needs of administrators and teachers addresses only the needs of teachers.
!" A democratic process and consensus are addressed in the professional !" Evaluation input is limited to feedback data
model was used for the development of development program. (applause meter) from teachers and/or
the plan. !" The evaluation input is obtained from the anecdotal information from professional
!" Professional development initiatives teachers and administrators. development providers/presenters.
address the needs of all members of the
school community, including
administrators, teachers, non-instructional
staff, parents, and students.
!" The evaluation plan uses a wide variety of
strategies and tools to gather information
from all participants.
Incorporate Additions/Adaptations from Practitioners
!" There is evidence that the needs !" There is a limited use of evaluation data !" The program is not modified from use of
assessment sought input from all parties for program improvement evaluation data.
and intended participants.
!" The professional development program
reflects modifications made due to
participants’ reflections, upon
implementation

PDP Plan – page 2 of 2


PROFESSIONAL DEVELOPMENT RUBRIC

DELIVERY OF PROFESSIONAL DEVELOPMENT PROGRAMS


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Sustained, Intensive, Ongoing
!" Delivery is directly responsive to !" Delivery is informed by professional !" Delivery has some links to professional
professional development needs identified development needs identified in district development needs identified in district
in district and building professional and building professional development and building professional development
development plans plans plans
!" Delivery builds on prior learnings in a !" Delivery builds on prior learnings !" Delivery includes immersion opportunities
spiraling way !" Delivery spans over at least 6 months and and some follow-up support for classroom
!" Delivery spans over a full year and multiple includes immersion opportunities and implementation
years, including full-day to multi-week significant follow-up support for classroom
retreats and ongoing support during implementation
classroom implementation
Standards-and research-based, including content-specific pedagogy
!" Delivery articulates direct alignment with, !" Delivery includes some articulation with !" Delivery refers to student learning
and attention to, specific student learning specific student learning standards standards
standards !" Delivery addresses the use of teaching !" Delivery demonstrates applicability to
!" Delivery focuses on teaching strategies to strategies to meet the needs of diverse classroom delivery
meet the learning needs of all students learners
!" Delivery builds on knowledge of effective !" Delivery includes the use of effective
teaching and learning strategies teaching and learning strategies
Inquiry-based
!" Delivery models inquiry, fully engaging !" Delivery incorporates some opportunities !" Delivery considers the use of inquiry in
teachers as active learners, questioners, to practice inquiry, engaging teachers as classroom settings
and problem-solvers active learners, questioners, and problem-
!" Delivery incorporates action research skills solvers
Focused on student work
!" Delivery is based on analysis of district, !" Delivery incorporates district or building- !" Delivery responds to some aspect of data
building, and classroom data about student level data about student learning needs about student learning needs
learning needs !" Delivery incorporates components of !" Delivery uses some student work as
!" Delivery incorporates components of student work and assessments examples
collaborative discussion around student
work and assessments
!" Delivery directly addresses helping
students meet learning standards

Delivery – page 1 of 2
PROFESSIONAL DEVELOPMENT RUBRIC

DELIVERY OF PROFESSIONAL DEVELOPMENT PROGRAMS -- continued


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Job embedded
!" Delivery provides ongoing opportunities for !" Delivery provides regularly-scheduled !" Delivery provides some opportunities for
teachers to practice new learnings opportunities for teachers to practice new teachers to practice new learnings
!" Ongoing learning is considered the norm; learnings !" System supports provide teachers with
professional development is part of every !" System supports provide teachers regular some opportunities to collaborate with
school day opportunities to collaborate with peers, peers, including co-observations of
!" System supports are in place that provide including co-observations of teaching, teaching, team teaching, modeling and
teachers daily opportunities to collaborate team teaching, modeling and feedback, feedback, and mentoring
with peers, including co-observations of and mentoring
teaching, team teaching, modeling and
feedback, and mentoring
Facilitated, collegial, incorporates peer sharing/coaching
!" Delivery is predominantly facilitative and !" Delivery is predominantly facilitative and !" Delivery includes facilitative and interactive
interactive interactive components
!" Delivery is more often than not facilitated !" Delivery is sometimes provided by teacher !" System supports provide teachers with
by teacher leaders leaders some opportunities to collaborate with
!" System supports are in place that provide !" System supports provide teachers peers, including shared planning time, joint
teachers regular opportunities to regularly-scheduled opportunities to lesson planning, and coaching and
collaborate with peers, including co- collaborate with peers, including co- mentoring
observations; peer review; looking at and observations, shared planning time, joint
discussing student work and assessments; lesson planning, and coaching and
shared planning time; joint lesson mentoring
planning; and mentoring and coaching
!" “Expert” presenters are respectful of, and
responsive to, adult learning needs
Incorporates practitioners’ comments about delivery and results
!" Delivery responds to prior feedback from !" Delivery responds to prior feedback from !" Delivery usually includes an evaluation/
teachers and adapts to meet identified teachers feedback component
teacher learning needs !" Delivery always includes an evaluation/
!" Delivery always includes an evaluation/ feedback component that sometimes
feedback component that includes includes participant impact measures
participant impact measures

Delivery – page 2 of 2
PROFESSIONAL DEVELOPMENT RUBRIC

TEACHER PRACTICE OF KNOWLEDGE/SKILLS LEARNED


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Incorporate new information in lessons
!" Lesson plans demonstrate direct alignment !" Lesson plans demonstrate efforts to align !" Opportunities to practice incorporating new
with student learning standards teaching with student learning standards information into standards-based lesson
!" Lesson plans incorporate predominately !" Lesson plans incorporates some active plans are integrated into professional
active learning opportunities learning opportunities such as student development delivery
!" Lesson plans emphasize substantive inquiry, problem-solving and use of higher- !" Some new information is incorporated in
opportunities for student inquiry, problem- order thinking skills lesson plans
solving, and use of higher-order thinking !" Lesson plans include some facilitative !" Lesson plans include some active student
skills components (teacher as guide, peer learning opportunities
!" Lesson plans model active learning: presentation and sharing)
delivery is planned to be facilitative !" Teachers begin to engage in action
(teacher as guide) research
!" Lesson plans incorporate student peer !" Teachers begin to engage in data analysis,
presentation, sharing, and/or cooperative including looking at student work
groups !" Some lesson plans are revised to
!" Teachers regularly engage in action incorporate student learning needs
research identified through data analysis, including
!" Lesson plans are regularly revised to looking at student work
incorporate student learning needs
identified through action research
!" Teachers regularly engage in analysis of
data, including looking at student work
!" Lesson plans are regularly revised to
incorporate current student learning needs
identified through data analysis

Teacher Practice – page 1 of 2


PROFESSIONAL DEVELOPMENT RUBRIC

TEACHER PRACTICE OF KNOWLEDGE/SKILLS LEARNED - continued


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Adequate time (duration) for practice
!" System supports include ongoing planning !" System supports include regularly !" Opportunities for practice are provided as
time for both horizontal and vertical grade scheduled planning time for grade level or part of professional development delivery
level/content area groups, incorporated in content area teams incorporated in the !" System supports allow teachers
the school day school day occasional opportunities to share
!" System supports allow sufficient time for !" System supports allow enough time for strategies and difficulties in implementing
teachers to collaboratively reflect, discuss, teachers to share strategies and difficulties new information
look at student work, and share strategies in implementing new information
and difficulties in implementing new
information
!" Atmosphere of support for practice is non-
threatening, allowing for experimentation
and risk-taking
Practice as teamed learners
!" Systems are in place (time, administrative !" Prospective and novice teachers have !" Opportunities for team modeling,
support) to support teacher team practice access to experienced teachers during the mentoring, observation and feedback are
through joint planning and co-teaching school day through mentoring, modeling provided as part of professional
opportunities and feedback opportunities development delivery
!" Prospective and novice teachers pair with
experienced teachers for co-observations
of teaching, team teaching, modeling and
feedback, and mentoring

Teacher Practice – page 2 of 2


PROFESSIONAL DEVELOPMENT RUBRIC

IMPLEMENTATION / REFLECTION ON KNOWLEDGE/SKILLS LEARNED


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Practice using new information/strategies over brief time period
!" Atmosphere of support and challenge that !" Atmosphere of support and challenge but !" Atmosphere of skepticism
is non-threatening, allowing for with accountability !" Structure that allows for practicing new
experimentation but with accountability !" Structure that allows for practicing and learning
!" Structure that encourages opportunities for evaluating new learning !" “One shot” delivery of professional
practicing and evaluating new learning !" Opportunities for relearning are available development
!" Opportunities for relearning are embedded !" There is on-going opportunity for further
in the school day refinement
!" There is on-going support and opportunity
for further refinement
Individual Reflects on behavior changes of teacher and students
!" Teachers are engaged in regular reflective !" Some teachers engaged in reflective !" Limited reflective writing by teachers on
writing/journaling on their practice writing on their practice their practice
!" Teachers are engaged in action research
Peers Reflect on behavior changes of teacher and students
!" Atmosphere of reflective practice e.g. !" Some teachers engaged in reflective !" Limited reflective practice among a few
evidence of peer reflection practice e.g. evidence of peer reflection teachers e.g. evidence of peer reflection
!" Teachers participate in study groups, !" Some teachers participate in study groups, !" Some interest in study groups, collegial
collegial circles regularly throughout the collegial circles circles
school year. !" Supportive response from peers
!" Ongoing supportive response from peers
and others in the school community
Reflect on student work
!" Teachers use student data for lesson !" Teachers use student data for lesson !" Teachers use student data for lesson
design design design
!" Teachers use a wide variety of techniques !" Teachers begin to expand their use of a !" Teachers rely on limited techniques to
to assess student results variety of techniques to assess student assess student results
!" Environment of problem solving around results !" Minimal evidence of problem solving
student needs !" Problem solving around student needs on around student needs
crisis basis.

Implementation – page 1 of 1
PROFESSIONAL DEVELOPMENT RUBRIC

EVALUATION OF RESULTS/USING KNOWLEDGE/SKILLS LEARNED


HIGH SUCCESS INDICATORS PROGRESSING INDICATORS DEVELOPING INDICATORS
Change in classroom practice
!" Use of new learning is demonstrated in !" Use of new learning is demonstrated in !" Use of new learning is demonstrated in
lesson/instructional planning lesson/instructional planning lesson/instructional planning
!" Evidence of revisions of instructional !" Evidence of revisions of instructional !" Classroom application of new learning is
practice based on assessment of results practice documented
!" Classroom application of new learning is !" Classroom application of new learning is !" Adjustments in teaching based on new
documented documented learning from professional development
!" Adjustments in teaching based on use of !" Adjustments in teaching based on new
student data learning from professional development
!" Teachers exhibit sharpened skills in use of
student data for lesson design
Feedback to delivery section
!" A mechanism exists for practitioner !" A mechanism exists for practitioner !" A mechanism exists for practitioner
comment relative to the particular comment relative to the particular comment relative to the particular
professional development experience. professional development experience. professional development experience.
!" Continuous communication loop between !" Some communication between teacher
teacher and deliverer of professional and deliverer of professional development
development
Feedback to plan section
!" Professional development is evaluated in !" Professional development is evaluated in !" Professional development is selected
terms of impact on classroom and terms of impact on classroom based on identified school needs
feedback is given to refine/revise the
professional development
Begin new planning
!" Adjustments/additional professional !" Adjustments/additional professional !" Adjustments/additional professional
development are developed in response to development are developed based on development are developed randomly.
teacher comment, evaluation data and some data.
impact.

Evaluation – page 1 of 1