Hearing from Districts: Measuring the Impact March 6, 2019 3:00 pm ET
Agenda Process Objective Timing Welcome and • Introductions 5 minutes • Who’s on the call? Ice Breaker Federal Update • Advocacy Proclamation • Upcoming Appropriations 10 minutes • Spending Caps • Title II-A Districts • Overview of State Support for LEAs 40 minutes • Spotlight on Syracuse, Fort Wayne and Measuring for Denver PL Impact • Q&A Upcoming • Affiliates Data and Evidence Workshop – 5 minutes March 20 at 3 pm ET Advocacy Activity
Who’s joining us on this call? Are you: ① A teacher or school-based coach? ② A professional learning coordinator? ③ A district level administrator? ④ A state level administrator? ⑤ Other? www.learningforward.org 3
Professional Learning Proclamation www.learningforward.org 4
Update from Capitol Hill • President’s FY20 budget – week of March 11? • Congressional hearings • Spending caps • Appropriations process www.learningforward.org 5
Need to Know! On a scale of 1 (low) – 5 (high), describe your current understanding of the evidence requirements needed to implement Title II. What is one question that you would like to have answered by our guests from Syracuse, Fort Wayne and Denver? Do you have an idea for documenting evidence around the effectiveness of professional learning? www.learningforward.org 6
Panel Melinda George Laura Summers Nate Franz Get Nichols Learning Denver Public Syracuse City Fort Wayne Forward Schools Public Schools Community Schools www.learningforward.org 7
Measuring Impact in the Syracuse City School District Elementary Writing Initiative
3. 4. 5. Change in Organizational Student 1. 2. Practices Outcomes Support Educator Educator Sustained changes in Impact on student Reactions Learning The organization’s teaching practice? outcomes, What PD efforts had advocacy, support, improvements in Was it useful, relevant Skills or knowledge greatest success in accommodation, different contexts, or engaging? acquired changing practices and facilitation, and factors impacting what elements do they outcomes recognition. have in common? PD Quality Pedagogy, accessibility, alignment to content and quality standards, outcome alignment with district priorities and educator needs Adapted from Guskey, Thomas R. "Does It Make a Difference? Evaluating Professional Development." Educational Leadership 59. 6 (2002): 45-51. 9
3. 4. 5. Change in Organizational Student 1. 2. Practices Outcomes Support Educator Educator Sustained changes in Impact on student Reactions Learning The organization’s teaching practice? outcomes, What PD efforts had advocacy, support, improvements in Was it useful, relevant Skills or knowledge greatest success in accommodation, different contexts, or engaging? acquired changing practices and facilitation, and factors impacting what elements do they outcomes recognition. have in common? Measured by Measured by Measured by Measured by Measured by • Observation of • School Schedules – • Self Assessment • On demand • Surveys educator practice 40 minute writing assessment • Artifacts (lesson block at least 4 • Feedback forms • Educator plans, etc.) • Student work times a week reflection on • Other student practice • Percentage of outcomes teachers attending trainings PD Quality Pedagogy, accessibility, alignment to content and quality standards, outcome alignment with district priorities and educator needs Measured by • High impact PD models • PD quality rubric or checklist Adapted from Guskey, Thomas R. "Does It Make a Difference? Evaluating Professional Development." Educational Leadership 59. 6 (2002): 45-51. 10
Face to Face Models Workshops Labsites • In-Depth standards, content, and • Live demonstration lessons with lesson sequence “unpacking” interactive components • Modeling of Pedagogy • Includes pre-brief and debrief • “Live the Learning” 11
Distribution of Scaled Scores September to May 900 791 800 700 600 500 400 374 327 300 202 186 200 118 76 100 57 14 13 6 4 2 0 0 0 0 Scaled Score 0 Scaled Score 1 Scaled Score 1.5 Scaled Score 2 Scaled Score 2.5 Scaled Score 3 Scaled Score 3.5 Scaled Score 4 17-Sep 18-May 12
Lessons Learned Dedicated human • capital Early partnership • with data team Effort and impact • goals 13
Fort Wayne Community Schools Get Nichols – Chief of School Leadership
FWCS Change Theory
Progress Monitoring Cycle for Leadership
Progress Monitoring Tool for Leadership
Focus on Measuring for Impact Dr. Laura Lee Summers - Director of Professional Learning at Denver Public Schools
Measuring for PL Impact Origin Partnership Peer-to-Peer 2016-Present 2016-Present Learning - Learning Labs (2016-) Learning Partnered with Schools - Problems of Practice Forward’s Redesign with: through Cohorts Communities of Practice - Professional - Empathy Interviews which introduced the PL Learning - Student Focus Team to Guskey’s Model Communities Groups/Student for Measuring Impact & - PL Impact Plans Work - Improvement (2017) Improvement Science: PDSA Science…to now… Cycles - Observation
MEASUREMENT 1 This represents the chain from professional learning to student outcomes; different measures are appropriate at each stage 4 5 1 2 3 Change in teachers Change in student What is PD quality Teacher reactions Teacher Learning practice outcomes measured ▪ ▪ ▪ ▪ ▪ Questions Is the PD well- Did teachers find the What skills Did the PD create a Did the change in designed PD useful or or knowledge sustained change in practice impact pedagogically? relevant? did the teacher teaching practice? student outcomes? ▪ ▪ ▪ ▪ Is it accessible to its Was the content acquire/develop? What PD efforts Did the changes ▪ intended audience? engaging? Did a teacher’s have the greatest drive improvements ▪ Is it well aligned to attitude change as a success in changing in some contexts content and quality result of the PD? practice and what (e.g., schools/ standards? elements do they subjects and not ▪ Do intended have in common? others)? ▪ outcomes align with What other factors our system's could have impacted PD survey Self-Efficacy Survey Learning Labs/ DPS P2P ▪ ▪ ▪ priorities and what the outcomes? (Pre/Post) Video Samples ▪ Learning our educators need? ▪ PD Survey ▪ Progression Map Projects ▪ Review of Student Work/Documentation PD Standards ▪ ▪ Progression Map FEPL - Design; ▪ ▪ Sample Content; & Delivery SOURCE: Adapted from Guskey, Thomas R. "Does It Make a Difference? Evaluating Professional Development." Educational Leadership 59. 6 (2002): 45-51.
What changes might we Tackling The Big 3 - Mapping the System introduce into the system? Change } How will we know a change What are we Change is an trying to improvement? accomplish? Driver Change AIM Driver Change Driver
PDSA Cycles Change } “All improvement How will we requires change, but know a change not all change is an is an improvement.” improvement?
2018-19 - Problem Statement: Too few teachers routinely use equity based math practices in their classrooms . Change Ideas Measures Primary Drivers Secondary Drivers (the how) (the what) (the where) Bring in Research/Driver Resources for Professional Mindsets and Beliefs: Leaders ● Self-efficacy Learning for Drivers &/or Aim Mindsets & survey Fergus Change ideas By the end of Beliefs Teachers ● Fishbone Empathy Mapping the 2019-20 diagram each school year, year (revisit Classroom current root all school Environment (LE1- Implementati 4 in LEAP cause) teams on of Equity ● Self report 5 Based Math involved in I nstructional Lesson Planning Idea practices Practices (I1-8 in Practices equity based LEAP) PDSA Coaching Tools Implementation of math practices Calibration Equity Based Math Data program will practiced: Analysis Working List of Measures: reach their ● Journals Processes Driver Diagram Metric Intro aim ● Which practice is this related statements. Between Schools Slack to? - in journal (NIC) ● Tracker Communicat Between Schools ion and Central Office Data Analysis Amongst Central Process: Office If we want to improve AIM, then we need to focus on PRIMARY, through SECONDARY, and one way to do that is CHANGE IDEA.
Learning from failure is valued.
DPS Professional Learning Website: tinyurl.com/DPSPLwebsite Additional Resources: tinyurl.com/ResourcesDPSPL Special Thanks to my PL team for their daily strides in measuring our impact on teaching and learning with others. Any questions? You can contact Laura Lee Summers at: drlsummers@gmail.com
Questions and Discussion 18 www.learningforward.org
Mark Your Calendars! Affiliate Webinar: • March 20, 3 pm ET: Documenting Your Professional Learning Story www.learningforward.org 19
Thank you! www.learningforward.org 20
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