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Job Embedded Professional Development for Teacher Effectiveness
Teacher Friendly Communication Tools
Overview - Job embedded Professional Development for Teacher Effectiveness

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This training session is targeted at teachers. who have a need for job-embedded professional development. Whilst specifically developed for teachers other educational professionals may also find the training session beneficial. This session seeks to deliver Job embedded Professional Development for Teacher Effectiveness information with guidance from Dr.Diane Yendol-Hoppey with the point of view from West Virginia university's C&I 787 course on Professional Development for Teaching Effectiveness..
Learning Outcomes At the completion of this training session, you will be able to:
- Learning outcome 1 - identify some internet tools available for job embedded professional development
- Learning outcome 2 - compare teaching effectiveness tools
- Learning outcome 3 - list j.e.p.d. tools commonly located via the web
Introduction -
Job-embedded Professional Development
(per article of same title)
author:Holly Galloway
http://www.txstate.edu/edphd/PDF/jobpd.pdf
Definition
Job-embedded Professional development is learning that occurs as educators engage in their daily work activities. It can be both formal and informal and includes but is not limited to discussion with
others, peer coaching, mentoring, study groups and action research.
Brief History
Job-embedded professional or staff development comes from research on effective staff development. While the concept of job-embedded staff development is not new, Recognizing what it is and utilizing jobembedded
methods is relatively new. Sparks (1994) calls for a paradigm shift in staff development. A shift that will improve staff development which is usually "educators sitting relatively passively while an "expert" "exposed' them to new ideas or "trained" them in new practices" (Sparks, 1994, p. 26). Most research on instructional improvements has indicated that staff development consisting of a single session is ineffective (Sparks, G.M.,
1983). Improved models of staff development, including job-embedded development, come from research on the adult learning, the brain, and from the constructivist pedagogy. Malcolm Knowles (1973) in The Adult Learner: A neglected Species makes four assumptions about adult learners.
1- Adults learn best when self-directed.
2- They use past experiences to understand new information.
3- They are ready to learn new information when it important to them.
4- Adults are problem-centered learners, they want to apply new information to their immediate circumstances.
Job-embedded staff development considers and addresses these assumptions.
In addition to adult learning job embedded staff development uses neuroscientific information. Wolfe (2001)
defines learning as a filtering of information to determine relevance to the learner.
Neuroscientists explain the physiological structures activated as we learn. There are many ways brain research can be applied to staff-development. One includes building new neural pathways. The brain (including the adult brain) continually develops connecting neurons among different parts of the brain.
These form when new information is connected to previously learned information.
A way to make neural connections stronger is to clearly link current information to previously
learned information. Job-embedded staff development like planning lessons collaboratively can make neural connections stronger (Nevills, 2003).
Constructivists believe that learners build and construct knowledge. Knowledge is built in the mind of the learner. In the constructivist pedagogy students are guided, and teachers model appropriate behavior and provide multiple examples instead of direct teaching. Since constructivist teaching is effective its tenets should also be applied to staff development. "Staff development from a constructivist perspective will inc lude activities
such as action research, conversations with peers about beliefs and assumptions, that
guide their instruction, and reflective practices"(Sparks, 1994, p. 27).
Constructivist staff-development can be considered jog-embedded because it occurs during the daily activities of educators.
Central Issues
The goals of job-embedded development are like the goals of effective staff development.
Increase student achievement
Refine existing instructional strategies.
Introduce new instructional strategies
However, job-embedded staff development meets these goals by incorporating the training
into the workday. Job-embedded staff development should encourage educators to
view daily experiences as opportunities to learn. This learning by doing must be o n a
conscious level so it can verbalized and controlled. This occurs when educators take
time to reflect on experiences to find the learning embedded within (Wood &
McQuarrie, 1999). Successful job-embedded staff development requires principals to see
themselves as leaders of learning and as designers of structures that support high levels
of learning by being the facilitator of adult learning (Sparks, 1997).
Leading Scholars
Dennis Sparks and Fred Wood as well as others have written about job-embedded
staff development specifically. However, any staff development model that engages
educators in collaboration about how to improve is considered job-embedded.
Therefore, scholars and research in the areas of peer coaching, mentoring, reflective
practices and action research are beneficial to implementing job-embedded development.
Resources
www.ascd.org
Journal of Staff Development volume 16 (Summer 1995) features articles on jobembedded
development. References Bennet, C. K. (1995). A staff development partnership for technology
integration. Journal of Staff Development, 16(3), 19-22. Knowles, M. (1973). The adult learner:
A neglected species. Houston, TX: Gulf Publishing Co. Kovic, S. (1996). Peer coaching to
facilitate inclusion: A job-embedded staff development model. Journal of Staff Development, 17(2), 28-31. Retrieved July 8, 2003, from Wilson Web: http://vnweb.hwwilsonweb.com/hww/results/re
sults_single.jhtml?nn=221 Munger, L. (1995). Job-embedded staff development i n Norwalk school. Journal of
Staff Development, 16(3), 6-12. Nevills, P. (2003). Cruising the cerebral superhighway. Journal of Staff Development, 24(1), 20-23. Ponticell, J. A. (1995). Promoting teacher professioanlism through collegiality.
Journal of Staff Development, 16(3), 13-18. Setteducati, D. (1995). Portfolio selfassessment
for teachers: A reflection on the Farmingingdale. Journal of Staff Development, 16(3), 2-5.
Sparks, D. (1994). A paradigm shift in staff development. Journal of Staff Development, 15(4), 26-29.
Sparks, D. (1997). A new vision for staff development. Principal (Reston, Va.), 77, 20-
22. Retrieved July 8, 2003, from Wilson Web: http://vnweb.hwwilsonweb.com/hww/results/re sults_single.jhtml?nn=189 Sparks, G. M. (1983, November). Synthesis of research on staff development for
effective teaching. Educational Leadership, 65-72. West, P. R. (2002). 21st century professional development: The job-embedded, continual learning model. American Secondary Education, 30(2), 72-86. Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: ASCD. Wood, F. H., & Killian, J., E. (1998). Job-embedded learning makes the difference in school improvement. Journal of Staff Development, 19(2), 52-54. Retrieved July 8, 2003, from Wilson Web: http://vnweb.hwwilsonweb.com/hww/results/re
sults_single.jhtml?nn=176 Wood, F. H., & McQuarrie, F., Jr. (1999).
Session -
PART 2 -
PRINCIPLES OF EXCELLENCE IN PROFESSIONAL DEVELOPMENT | | Professional development is based on a shared vision and goals for improving student performance derived through a strategic planning process. |
| | Professional development advances individual growth and organizational improvement. |
| | Professional development involves institutional collaboration. |
| | Professional development provides for networking and collegiality. |
| | Professional development models constructivist teaching that builds knowledge through exploring, debating, questioning, and reflecting. |
| | Professional development provides time and follow-up necessary for change in practice. |
| | Professional development is site-based and school-initiated. |
| | Professional development has an evaluation component that focuses on improvement in teaching practice and in student results. |
| | Professional development is ongoing and job-embedded. |
| | Professional development enhances knowledge of subject matter, teaching and learning, and child development. |
| | Professional development is supported by resources of time, money, and personnel. |
| | Professional development addresses the diversity of all learners. |
| | Professional development acknowledges the Standards for Staff Development published by the National Staff Development Council. |
| | Professional development encourages individuals to generate, articulate, and disseminate knowledge based on their classroom experiences and action research. |
| | Professional development allows stakeholders to develop and strengthen leadership skills. |
In selecting activities to fulfill the requirements for organizational and individual professional
development experiences, it is recommended that the following process be utilized to determine the
appropriate professional development option:
Identify needs
Formulate a plan to meet the needs
Engage in planned activity
Assess professional development experience through reflection and sharing
The intent of the Model is to encourage individuals and organizations to pursue professional
development experiences that are relevant. These experiences may be self-directed, structured, and/or
field-based. They may include, but are not limited to:
Action Research / Partnerships
Apprenticeships / Sabbaticals (Coaching/Mentoring)
Seminars / Institutes / College / University Courses
Internships / Study Groups
National Board Certification / Networks
Workshops
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PART 3 -

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The Professional Teaching and Learning Cycle
SEDL staff help educators improve student learning through ongoing, job-embedded professional development like the Professional Teaching and Learning Cycle (PTLC). The PTLC is a professional development process in which teachers collaboratively plan and implement lessons aligned to their state standards. The cycle involves the following steps:
- Step 1: Study-Teachers work in collaborative planning teams (grade-level, vertical, or departmental) to critically examine and discuss the learning expectations from selected state standards.
- Step 2: Select-Collaborative planning teams research and select instructional strategies and resources for enhancing learning and agree on appropriate assessment techniques.
- Step 3: Plan-Planning teams work together to formally develop a common lesson incorporating the selected strategies and select the type of student work each teacher will later use as evidence of student learning.
- Step 4: Implement-Teachers carry out the planned lesson, make note of implementation successes and challenges, and gather the agreed-upon evidence of student learning.
- Step 5: Analyze-Teachers gather again in collaborative teams to examine student work and discuss student understanding of the standards.
- Step 6: Adjust-Collaborative teams reflect on the implications of the analysis of student work. Teachers discuss alternative instructional strategies or modifications to the original instructional strategy that may be better suited to promoting student learning.
Helping Teachers Make the Most of PTLC
Time is precious to teachers, and providing proper support can make the difference between enthusiastic participation and a response of "I don't have time for this." District and school leaders can support teachers' professional development in several ways.
- Modify teachers' instructional schedules to allow common time for collaboration and planning.
- Release staff members from certain duties or responsibilities to ensure that they can devote their full attention and energy to PTLC activities and instructional effectiveness.
- Ensure funds are available for the purchase of materials and resources needed to support instruction and professional development.
- Actively and consistently demonstrate in both words and actions a commitment to the PTLC work.
PART 4 -
http://dcps.dc.gov/portal/site/DCPS/menuitem.3d9831ab117a6a932c69621014f62010/?vgnextoid=c8ae388a50992210VgnVCM2000007f6f0201RCRDAbout the Effective Schools Framework The District of Columbia Public Schools is committed to providing all students with a high-quality education. The goal of the Effective Schools Framework is to ensure that every child in every classroom has access to engaging instruction. The elements of the DCPS Effective Schools Framework reflect the key focus areas for district reform. The framework has been developed to ensure alignment with the DCPS Five-Year Strategic Plan and related Performance Plans. In the spirit of our commitment to data-driven improvement and the "Plan, Do, Assess" model, this framework will be continuously evaluated to examine its effectiveness. |
Element 1: Teaching and LearningTeachers work together to plan instruction that holds students to high standards and expectations for achievement, and gives them the skills to meet those expectations. |
Element 2: LeadershipThe school leader fully understands his or her role as the leader of instruction for the school. The principal creates a vision aligned to district goals that is individualized to meet the needs of the school community. |
Element 3: Job-Embedded Professional DevelopmentHigh-quality professional development happens at school. It fits with district and local school goals, is driven by data and meets teachers where they are-individualized to their subject areas and the challenges they face. |
Element 4: ResourcesInstruction and student achievement drive the way the school allocates its resources.Funding, staff, materials and time are distributed according to the teaching and learning needs at the school. |
Element 5: Safe and Effective Learning EnvironmentPolicies, procedures and practices support a safe environment that communicates high expectations, mutual respect and a focus on teaching and learning. |
Element 6: Family and Community EngagementSchool staff communicate well with families and community members, supporting them to know their important roles in creating effective learners and schools. The school invests families and community members in that work. |
Data-Driven Decision MakingThe use of data is an essential component of the DCPS Effective Schools Framework. For each of the six elements, decision-making will be supported with accurate information about how our students and the school district are performing. Download full version of the DCPS Effective Schools Framework |
PART 5 -
An evaluation of a job embedded professional development program at Lincoln AcademySummary: The model was based on definitions and standards built by such experts as No Child Left Behind, the ILLS, and the National Council of Staff Development.http://libres.uncg.edu/ir/uncw/listing.aspx?id=516
The effectiveness of job-embedded professional development: A study of six first grade teachers Jeffrey J Marsden, Boston College
This case study investigated job-embedded professional development and the implications it has for teacher learning and practice. The literature review focused on models of professional development, adult learning, and differentiated instruction. Particular emphasis was placed on components of job-embedded professional development and teacher transfer of learning. Specifically, the research questions were developed to gauge how teachers express their understandings of differentiated instruction and how the learning is subsequently applied in the classroom.
http://escholarship.bc.edu/dissertations/AAI3268507/
An Ambitious Vision of Professional Development for Teachers
Administrators play a critical role in teachers' professional development. An ambitious approach focuses on content, process, and context to ensure continuous improvement at the individual, collegial, and organizational level.
NASSP Bulletin, Vol. 84, No. 618, 6-12 (2000)DOI: 10.1177/019263650008461802
http://bul.sagepub.com/cgi/content/abstract/84/618/6
Designing professional development for teachers of science and mathematics By Susan Loucks-Horsley, Nancy Love, Katherine E. Stiles
Use this updated classic to design and strengthen professional development in your school!
googlebooks
Additional Resources 1 - For an overview or introduction of this or related topics, see above referenced sources (image citations will include referenced accompanied texts.)
2 - For more literature see: REFERENCES list below
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12 May - Commodities and Currencies with RMB's Sally Hatfield
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Mortgage lending crashes 20% in March
21 May 2012 at 11:37pm Council of Mortgage Lenders reports post-stamp duty slump and warns of potential for ‘a sharper downwards correction’ if the eurozone crisis deteriorates Mortgage lending slumped 19% to its lowest level for a year in April as many buyers brought forward their property purchases in order to benefit from the stamp duty holiday that ended in [...]Read more...
Penalised train passengers fight ticketing rules
21 May 2012 at 1:59am Rail fines and prosecutions handed out in spite of passengers buying a ticket are being questioned following consumer anger Rail passengers threatened with fines and even prosecution by train guards ? despite buying a ticket ? have called on the rail passenger watchdog to challenge their legality amid growing consumer anger. Guardian Money has been [...]Read more...
Phil Daniels: ?I?ve got no savings so I?ll work till I drop?
20 May 2012 at 7:24pm Phil Daniels has been an actor for 40 years – and he has always spent what he earns. Personal finance news, how to make money, how to save moneyRead more...





























