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Revising and Delivering Professional Development

Anna Underhill

Department of Education, Grand Canyon University

EAD-523: Developing Professional Capacity

Dr. Jacquita Vickers

June 15, 2022

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Reflection of Professional Development Session

Summary

For my professional development session, I created a presentation on differentiating

instruction utilizing testing data. Within this presentation, I provided a pre survey for the

participants to take to gauge their knowledge and opinions on items related to differentiation and

data. After completing a pre survey, participants were introduced to the two objects which state.

“teachers will be able to group students based off data” and “teachers will be able to provide

differentiated instruction to students based off data points.” An agenda is provided along with

how the session is broken down with approximate times for each activity. Participants are given

an opportunity to turn and share how they use data in the classroom, and then the mission

statement is provided after the discussion to show how differentiation and data align to the goals

of the school. The first part of the presentation provides detailed information on why and how

data improves classroom instruction. A short video clip is shown to give examples of data

utilization within the classroom. After the introduction of data utilization and the video clip,

there’s time for the group to ask questions and clarify any information.

A walkthrough of the district testing program is provided to allow participants to see their

classroom data in more detail. During this time, the purpose is to provide the participants with

access to their student’s testing data and how it breaks down by standards. Participants are then

provided time to go into the Star platform and begin looking at the data of their own classes.

After there is time to share best practices on how to apply the information to their classrooms.

Another short video clip is provided to show how differentiation is utilized within the classroom,

and then the participants are taught how to organize their data based off standards. Participants

are given time then to set up their spreadsheets and begin looking at a lesson that can be
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differentiated based off the data. During the wrap up time of the presentation, participants are

given an opportunity to show how they plan to implement this information in the classroom. An

accountability plan is put in place and shared, and a feedback form is given. When I presented

this information to the small group, I received feedback from the participants, and when looking

through the feedback, participants discussed that they felt more knowledgeable on how to group

students and implement this information in the classroom. Some suggestions included providing

more time to implement the new information in the classroom instead of the three weeks that was

given on the accountability plan. Another suggestion provided was to give more examples for

different subject areas.

School-Based Data

Utilizing strategies within this professional development that is backed by data is an

important first step. When determining how to set up this presentation, I utilized Gagne’s Nine

Events of Instruction which are, “gain the attention of learners, inform the learners of the

objectives, stimulate recall of prior learning, present the content, provide learning guidance, elicit

performance, provide feedback, assess performance, and enhance retention and transfer to the

job” (2017). I gained the attention of learners by providing a pre survey to get them in the

mindset of data. The objectives were presented to the group, and a discussion was elicited to

recall prior learning by asking the question of how data is utilized in the classroom. Content was

presented, and then learning guidance was given through examples. Elicit performance and

provide feedback was given by allowing time during the session for the participants to begin

working on their data and differentiation. This gave time for the presenter to go around and give

direct feedback to the participants. A post survey was given to evaluate the session.
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During the presentation, I made sure to include time for the participants to work on the

tasks that were being asked of them. There are plenty of professional development sessions that

are given where content is presented, and direction instruction takes up the entire allotted time.

Participants are left with the expectation to find their own time to implement the information

they learned during the presentation. This leads to a multitude of things such as stressed teachers,

and professional development that does not get implemented with fidelity because lack of time.

Within our district, we do a lot of data collection. We are given overall statistics on how our

students did on their Star tests each benchmark period, and we are usually asked the question of

why we think some students didn’t perform as well. The data discussion does not stem much

further than that as a collaborative group. Some teachers work on different implementation

strategies on their own, and others may not even touch the data again until the next

benchmarking period. “Data-driven instruction looks at the whole picture and uses dynamic

student data to gauge individual and classroom comprehension, giving teachers insight into

specific adjustments they can make to the curricula to improve student understanding. The use of

student data to drive instruction also allows teachers to tailor their teaching methods to

encourage student achievement” (2020). Because data is so important within the classroom,

teachers need to be provided the base of how to utilize the data to drive their instruction.

School Vision and Mission

“Encourage Excellence Every Day with Compassion, Commitment, and Community”

(2021). While it may not seem like looking through data shows compassion, it actually is the

base point of showing compassion. When looking at the different data points, we’re able to dive

into individual scores and come to a determination as to why that student may be

underachieving. Showing care and compassion to every learner and not just the majority is what
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data analyzing allows educators to do. Commitment to determining how to utilize the data within

the classroom and committing to doing everything possible to differentiate to the student based

off their learning level also shows compassion.

The vision of Central District 51 has a few different areas of focus. This professional

development falls under the statement, “We believe that a diverse and well-balanced curriculum

gives students the opportunity to reach their greatest potential through active and engaging

experiences.” Looking through the data and determining next steps for differentiation provides a

well-balanced curriculum. Not only does it provide a well-balanced curriculum, it also allows

each student to reach their greatest potential. When providing a curriculum that is too high or too

low for a student’s level, their opportunity for growth is missed. Students who are

underachieving cannot make gains from a lesson that they have no base knowledge to apply, and

students who are above the level of the lesson gain no new knowledge and cannot reach their full

potential. By providing differentiation, including enrichment, that allows every student in the

classroom to be able to function to their full potential.

Technology

Technology is an ever-evolving component in the education world. Due to the stress of

the pandemic, most schools were forced to come up with a plan to provide technology to each

student while working remotely. Because of this, teachers and students had to move forward with

how technology would be utilized in schools. Gone are the days in which teachers had to wait for

their student’s test results, and by the time the results came, no immediate action could be done

to rectify any situations that needed tended to. Utilizing Star testing data allows teachers to gain

immediate feedback on the results. Utilizing a technology-based test provides the opportunity for

immediate feedback which is helpful for not only the teacher but the student. When looking at
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how technology was utilized within the professional development, there were a few different

aspects of technology utilized. Of course, the entire presentation is displayed via a projector.

Within the presentation there were two short video clips to engage the participants. This was

provided to gain their attention and present the information in a different way other than a

lecture-based presentation. Since there was individual work time provided, I wanted to make

sure that we kept to the agenda times as much as possible to respect everyone’s time. I decided to

include a digital timer that displayed on the board so that the participants could manage their

time based off the time allotted. To effectively organize student data, Google Sheets is utilized.

This is a big component to being able to collaborate with each other and look through the data

because it allows for these resources to be shared with one another easily. A major component to

a professional learning community is being able to collaborate and utilize data to improve

methods. Utilizing technology streamlines this process by providing a quick and effective way to

share resources.

Next Steps

Ensuring that information from the professional development is implemented, there must

be an accountability plan. “The research suggests that to enhance teachers’ participation in PD,

the system should introduce a system of appraisal where teachers are made accountable for PD

and rewarded based on the changes they bring in their practices through availing PD

opportunities” (2019). This ensures that everyone is supported through the process. Districts

provide professional development to educate the people that impact students. Professional

development is a big financial and time investment. Because of that it’s very important for

information that’s learned during these sessions to be applied. One way of ensuring the

information is being implemented within the classroom is to set a goal with the participants to
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apply the information they learned from the professional development in a lesson within a certain

time. For this session, a timeline of three weeks was given for teachers to create one lesson based

off the data to differentiate and execute in their classroom. It is also encouraged that the teachers

email the principal the date in which they will be doing the lesson within their classroom to

allow for the principal to come in to see it. This part of the plan can impact the staff negatively if

there’s not a concrete relationship built with the principal and staff, so it’s important that this is

step is not presented as a “I’m checking up on you” motive but rather as a “I’d like to see the

great work you’re doing in the classroom” motive.

The second part of plan has the teacher filling out a reflection form after they have

implemented the lesson within their classroom. This allows the teacher to reflect on how it went

and to provide the principal with any information of support that may be needed. Moving

forward after this, it’s important that the conversations continue to happen. At a later date after

everyone has had a chance to work within their classrooms on implementation, it will be

important to give teachers time to work within their content area to discuss how they

implemented their differentiated lesson and to share ideas with each other to provide support to

one another. Since this professional development is just the beginning, more discussions and

implementation will continue to happen and become a norm in the classroom as it continues

being practiced.

Emerging Trends

The education world is constantly changing. It is very rare for new initiatives to not be

brought in each year within a school. As a principal, it’s important to stay up to date with new

trends and initiatives. To stay current with information, I will develop a network that includes

administrators from different districts to collaborate with. “We educators find meaning in work
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that stems from inner passions, interests, ambitions, and the desire to help young minds grow.

We also discover meaning as we build our own capacity to continually improve” (2020).

Depending on the school placement, I would ensure that I am subscribed to the National

Association of Secondary School Principals (NASSP) and the National Association of

Elementary School Principals (NAESP) (2021). Along with reading journal articles, I would take

any opportunity I could to attend conferences and workshops so that I can continue improving

and developing as a leader.

Another great way that is cost effective to stay up to date with emerging trends and

initiatives is to observe and talk to teachers. There are so many teachers that go above and

beyond and are part of bigger communities that have enriched discussions about things that are

happening within their school districts. Sometimes teachers can provide insight on things that

may not be presented on an administrative level yet.

Preparation and Confidence

When I presented this professional development, I knew it was going to be a little weird.

I’m at the same level as my peers, and it was a subject area in which the participants have very

little knowledge. One thing that I felt went well was my knowledge on the subject area. Utilizing

data in the classroom is something that I have always done, and I strive and seek out information

beyond what is given within the school setting because I have high beliefs that knowing how to

read and use data in the classroom is very beneficial. When I presented the information, I felt

confident in what I was presenting. Reputation within the school setting is something that’s very

important. It’s something that we discuss as future principals that having a positive reputation

will allow for positive relationships to be built. Since I am known as someone who is very data-
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driven, there was a sense of respect and trust within the room on the information I was

presenting.

I felt during this presentation that it was important to not go into it with an authoritative

and overly professional manner. I wanted to come off as approachable and knowledgeable, so I

kept my demeanor as just that. I felt that because I was able to keep the session more low-profile

that the participants were more open on seeking me out for support during the session. In future

professional developments, I’d like to research more engaging ways to provide the information.

I’d like to not only take the time to provide a professional development on a specific topic, but

I’d like to be able to add in engaging activities that teachers may not know about so that they can

add it to their teaching toolbox if they feel it would work in their classroom.
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Resources

Canlé, A. J. (2020, August 3). Making PD more meaningful through personalization. Edutopia.

Retrieved June 13, 2022, from https://www.edutopia.org/article/making-pd-more-meaningful-

through-personalization

Central District 51 (2021) Mission and Vision

LSU Online. (2020, June 11). How educators can use student data to drive instruction. LSU

Online. Retrieved June 15, 2022, from https://online.lsu.edu/newsroom/articles/how-

educators-can-use-student-data-drive-instruction/

Merritt, E. (2017). Gagne's nine events of instruction: Center for Innovative Teaching and

learning. Northern Illinois University. Retrieved June 15, 2022, from

https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-

instruction.shtml

National Policy Board for Educational Administration (2015). Professional Standards for

Educational Leaders 2015. Reston, VA: Author.

Staff, N. A. E. S. P. (2021, August 9). Publications. NAESP. Retrieved June 16, 2022, from

https://www.naesp.org/resources/publications/

Yi, P., & Kim, H. J.(2019). Exploring the relationship between external and internal

accountability in education: A cross-country analysis with multi-level structural equation

modeling. International Journal of Educational Development, 65, pp. 1-9.

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