Achievement Based upon the work of Thomas R Guskey Peter Bonaccorsi EdD May 15 2014 NAESP 1 A Little Bit About Me 2 Peter Bonaccorsi BMus Music Education Boston University ID: 716148
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Professional Development In The Age Of Student AchievementBased upon the work of Thomas R. Guskey
Peter Bonaccorsi, Ed.D. May 15, 2014 NAESP
1Slide2
A Little Bit About Me…2
Peter BonaccorsiBMus: Music Education, Boston UniversityMA: Elementary Education, University of ConnecticutCAGS: Admin & Supervision, Southern CT State UniversityEd.D.: Educational
Leadership, Nova Southeastern University
Began teaching music in 1977 (Massachusetts & Connecticut)
T
aught at K-12 and college levels (U.S.C.G.A.)Began my administrative career in 1986Teaching Principal of a K-6 school (66 students and 4 FT teachers)Asst. Principal of a 1-5 school (450 students and 22 FT teachers)Principal of a 2-5 school (730 students and 67 FT teachers)Professional focusMentoring of Principals and Aspiring PrincipalsProfessional Development – Design, Implementation, and EvaluationResponse To InterventionEducational LeadershipFederal Relations (Currently serving as NAESP State Representative for NH)Slide3
Heron Pond Elementary SchoolLocated in Milford, NHBuilt in 2001 for Grades 2-4, Expanded in 2006 to include Grade 540 classrooms, maximum capacity 900 students
3Slide4
Today’s Expected OutcomesExamine Guskey’s 5 levels of professional development evaluation
.Gain an introductory level of knowledge and understanding about each level and how each pertains to:planning targeted professional development.evaluating targeted professional development.connecting targeted professional development with student learning outcomes.
4Slide5
A Bit About Thomas GuskeyThomas R. Guskey, Ph.D., is Professor of Educational Psychology in the College of Education at the University of Kentucky.
Ph.D. from the University of ChicagoM.Ed. from Boston CollegeB.A. from Thiel CollegeBegan his career in education as a middle school teacher.Served as an administrator in Chicago Public
Schools.
Authored/edited 18
books and over 200 articles published in prominent research
journals.5Slide6
Before We Start: A One Question Quiz“…professional development leaders [are] charged with ensuring that educators have the knowledge and skills needed to help all students reach the high levels of learning described by these newly defined standards.”
Thomas R. Guskey Of what standards was Guskey speaking?
The NCTM’s first set of
standards,
published in
1989.6Slide7
FROM WHERE SHALL WE START?“
Let's start at the very beginning. A very good place to start.” The Sound of Music by Richard Rodgers and Oscar Hammerstein II (1965)“What we call the beginning is often the end. And to make an end is to make a beginning. The end is where we start from.”
T
. S.
Eliot (N.D.)
7Slide8
A Quick Look At Guskey’s 5 Levels
Participants’ (Teachers’) ReactionsParticipants’ (Teachers’) LearningOrganization (School & District) Support and ChangeParticipants’ (Teachers’) Use of New Knowledge and SkillsStudent Learning Outcomes
Guskey
, T. R. (2002). Does it make a difference? Evaluating professional development.
Educational Leadership
, 59(6), 45-51. 8Slide9
When Evaluating Professional Development…We start at the beginning, Level 1:
Teachers’ Reactions, and work progressively through each subsequent level until we reach Level 5: Student Learning Outcomes.9
1.
Teachers'
Reactions
2. Teachers' Learning3. Organization Support & Change
4.
Teachers'
Use of New Knowledge and Skills
5. Student Learning OutcomesSlide10
When Planning Professional Development…We start at the end.
“…to improve student learning…plan ‘backward’, starting where you want to end and then working back.” Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51.
10
5
.
Student Learning Outcomes4. Teachers' Use of New
Knowledge
and Skills
3. Organization Support & Change
2
. Teachers'
Learning
1
. Teachers'
ReactionsSlide11
A Closer Look At Guskey’s 5 Levels and How They Impact Planning Professional Development Activities
11Slide12
3 Essential Questions To Ask When Planning PD ActivitiesHow
does this activity relate to the school mission?What are the intended student learning outcomes?What evidence best reflects those
outcomes
?
From
: Guskey, T. R. (2010). Professional Development: How Best to Spend Your Money. Conference of the Near East South Asia Council for Overseas Schools. Kathmandu, Nepal12Slide13
Level 5 – Student Learning OutcomesThe GOLD Standard
What was the impact on students?Did it affect student performance or achievement?Did it influence students’ physical or emotional well-being?Is student attendance improving?Are dropouts decreasing?13Slide14
Level 5 – Student Learning Outcomes
How Will Information Be Gathered?Student records (data, data, data)School records (more data)Parental/Teacher inputPortfolios
What Is Measured
or
Assessed?
Student OUTCOMESCognitive (performance & achievement)Affective (attitudes & dispositions)Psychomotor (skills & behaviors)14Slide15
Level 4 – Teachers’ Use of New Knowledge and SkillsDid teachers effectively apply the new knowledge and/or skills?
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Level 4 – Teachers’ Use of New Knowledge and Skills
How Will Information Be Gathered?DIRECT observationsFormal and informalConversationsPlan books
Surveys
Reflections (written/oral)
Video & audio recordings
PortfoliosWhat Is Measured or Assessed?DEGREE and QUALITY of implementationWalking the walk
Automaticity
Systemic integration
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Level 3 – Organization Support & ChangeRemember…Organization Means School and District
(I suggest this is the second most important level)Was implementation advocated?Was the support public and
overt?
Were sufficient resources made available?
Were successes recognized and shared?
What was the impact on the organization?17Slide18
Level 3 – Organization Support & ChangeHow Will Information Be Gathered?
School & district recordsMinutes from follow-up meetingsSurveysInterviews with school or district administrators
What Is Measured
or
Assessed?
The ORGANIZATION’SAdvocacySupportAccommodationsFacilitationRecognition
18Slide19
Why Is Level 3 So Important?Without the support of the “higher-ups”: principal; superintendent; school board; community; state…
Would you be willing to take the risks necessary to become fully invested in a new or expanded training initiative?19Slide20
Level 2 – Teachers’ LearningDid the teachers learn and/or acquire the intended knowledge and/or skills?
20Slide21
Level 2 – Teachers’ Learning
How Will Information Be Gathered?Paper & pencil instrumentsSimulationsDemonstrationsReflections (written/oral)Portfolios
What Is Measured
or
Assessed?
NEW knowledge and skills of teachersInstructional strategiesBehavioral interventionsNew curriculum21Slide22
Level 1 – Teachers’ ReactionsDid they like it?Was it worth their time and effort?Do they think it will be useful?
Was the presenter knowledgeable?Was the room temperature comfortable?Was the food tasty?Were the chairs comfortable?22Slide23
Level 1 – Teachers’ ReactionsHow Will Information Be Gathered?
Surveys administered at the END of the sessionWhat Is Measured or
Assessed?
INITIAL
satisfaction with
the eventGut reactionEmotional reactionIrrational reactionFirst reaction23Slide24
Any Questions So Far?24Slide25
25
When EVALUATING
When PlanningSlide26
Another Model: Ohio ABLE Professional Development Evaluation Framework (2010)
Adult Basic and Literacy Education (ABLE)26
Ohio Board of
Regents, University
System of
OhioSlide27
Side-by-Side ComparisonThomas Guskey
5. Student Learning Outcomes
4.
Teachers'
Use of New Knowledge and Skills
3. Organization Support & Change2. Teachers' Learning1.
Teachers'
Reactions
Ohio ABLE
27Slide28
For Example: At Heron Pond ElementaryWe SUSPECTED that our students’ basic math skills were not strong enough.
We analyzed data from our NECAP and NWEA math results for the three previous years. We determined that our students underperformed on their basic math facts. As a result, we developed the following goal.Our Math Goal: Improve our students’ basic math fact assessment
scores by offering the teachers targeted professional
development
activities.The next step was to develop the targeted PD!28Slide29
We Answered Guskey’s 3 Questions2. What are the intended student learning outcomes?
Improve students’ knowledge and use of basic math facts.1. How does this activity relate to the school mission?To provide a quality education that challenges all students to succeed.3. What evidence best reflects those outcomes?
NWEA MAP (Numbers & Operations)
State approved assessments (NECAP)
Publisher’s unit assessments (EDM)
Teacher-generated assessments29Slide30
Our Results: Our EvidencePercentage of students at or above proficiency in math on the NECAP
Prior 3-year Average20112012
2013
Post 3-year Average
Grade 3
7476Grade 467
82
78
Grade 5
72
80
82
73
76
Grade 6
76
81
82
Grade 7
71
76
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The Student Outcome Gap…(Guskey’s Level 5)
SubgroupsState and Federal Accountability RequirementsNCLB, RTTT, WaiversTeacher EvaluationsNCLB, RTTT, Waivers, Local RequirementsProgram/BudgetOther Local/Building Issues
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The Professional Development Gap…
The PD gap is the gap between our beliefs about effective PD and the evidence we have to validate those beliefs.Applying Guskey’s 5 Levels of PD Evaluation will provide you with the evidence needed to work on closing the PD gap.32Slide33
Some General Thoughts About Closing The PD GapReviewing the Evidence on How Teacher Professional Development Affects Student Achievement
(Yoon et al. 2007)9 of 1300 had sufficient data to draw valid conclusionsDoes Teacher Professional Development Have Effects on Teaching and Learning? (Blank, de las Alas, & Smith 2008)7 of 25 had measurable effects of
PD
on student outcomes
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More Unsettling ThoughtsSchools rarely implement innovations one at a time; instead, they implement multiple innovations simultaneously.School leaders seldom collect reliable evidence on the effectiveness of their professional development offerings.
Best Practices are mostly generalizations.OUCH!!!“…valid and scientifically defensible evidence on the relationship between professional development and improvements in student learning is exceptionally scarce.” - Guskey, 200934Slide35
Some Favorite Einstein QuotesInsanity: doing the same thing over and over again and expecting different results.Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning
.A person who never made a mistake never tried anything new.35Slide36
In Conclusion…“Powerful professional development that incorporates these five essential understandings will not lessen the challenge involved in this process [to improve student learning]. It will, however, ensure that efforts remain focused on the issues most vital to success.”
Thomas R. Guskey (2005)36Slide37
Contact Information & Upcoming EventsPeter Bonaccorsi
bonaccor@nova.edu NAESP Annual Conference“Designing and Evaluating Effective Professional Development Activities: A Path Towards
Improving Student Achievement Results
”
Thursday, July 10, 2014 at 3:15 – 4:45 p.m. Gaylord Opryland Hotel, Bayou C37