The purpose of Action Planning Worksheet #2 is to serve as a guide as you refine your action plan. • • Page 1 of Action Planning Worksheet #2 (slide #2) of the worksheet provides definitions that clarify some aspects of action planning. Page 2 of Action Planning Worksheet #2 (slides #3, 4, 5, 6) shows that the overarching goal of the Ohio Leadership Forum work is to improve student performance. Within that overarching goal each participant will have goals they pursue to accomplish that overarching goal. Those goals are achieved using strategies and enabling strategies. There are likely many strategies for accomplishing each goal. Page 3 (slide #7) of Action Planning Worksheet #2 is a sample action plan. The remainder of the slides show how each column of Action Planning Worksheet #2 relates to the action planning definitions.
• •
Introduction Purpose: To develop an action plan to improve student performance. Use worksheets to refine goals, strategies to achieve the goals, challenges to successfully implementing the strategies, and action steps to move practical initiatives forward. Definitions: Action Plans– Detailed descriptions of how a strategy will be implemented. Typically broken into manageable parts for thoughtful and coordinated implementation. Partners in Change – Who are you asking to change? Challenges – Impediments to asking for change. oTechnical –Technical challenges are the ones we can define clearly and know how to solve; they usually fall to someone with the authority to address them. Technical issues can be managed. [1] oAdaptive – Adaptive challenges are often hard to identify clearly, require changing hearts and minds, and often are championed by someone who cares but may not have the authority to effect change. When adaptive issues are involved, people have to learn new ways and must choose between what appear to be contradictory values. Adaptive issues require leaders to resolve them. 1 Consider especially challenges related to loyalty, competence, and loss. Allies – Who can help implement your action plan? Specifically, who can influence your partners in change? Resources – What rules, regulations, policies, funds, authorities, or opportunities do you manage that can be used to carry out your strategies? What ability and resources do you have to help bring along your partners in change? What ability and resources do your allies have to impact the behavior of your partners in change? Bridges – District and state policies, practices, and initiatives that could be implemented or are currently in place to support the strategy and attainment of the goal. Next Steps – Potential next steps resulting from this analysis. What Do You Need to Know? What knowledge or information do you need to determine the best action plan, make the best case for the work, or track the success of your efforts?
[1]
Definitions for adaptive challenges and technical challenges taken from Leadership on the Line: Staying Alive through the Dangers of Leading by Ronald A. Heifetz and Marty Linsky, 2002.
To improve student performance.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level. Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development.
To improve student performance.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level. Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development.
To improve student performance.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level. Improve teacher choices about their personal professional development.
Provide incentives to teachers engaged in sustained, goal-focused professional development.
To improve student performance.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level. Employ highly qualified teachers in difficult to staff or underserved schools.
Provide incentives for teachers to work in difficult to staff or underserved schools.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence your partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional development opportunities To change the way we evaluate professional development (PD) offerings To think creatively about budgeting for PD
Technical:
Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings.
Adaptive: Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Providers of professional development Teachers State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities. Bully pulpit Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development.
Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence your partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional developmen t opportunitie s. To change the way we evaluate professional developmen t (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings.
Providers of professional development Teachers
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities. Bully pulpit Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Requires changes in district PD offerings.
Adaptive: Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
State department recertification staff
Local business people who understand the value of on-thejob training
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development.
Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence targets?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional developmen t opportunitie s. To change the way we evaluate professional developmen t (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings.
Providers of professional development Teachers
Definition
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities. Bully pulpit
(on page 1 of the Worksheet)
State department recertification staff
Local business people who understand the value of on-thejob training Requirements for accepting/accrediting continuing education units
Requires changes in district PD offerings.
Adaptive: Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers.
Requirements for performance assessments of teachers for certification or licensure.
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Partners in Change: Who are you asking to change?
Individual staff who have a way of confronting difficult issues. Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change Who needs to change? What changes are you asking for? What challenges might you face? Allies Who can influence your partners in change? Resources What resources do you and your allies have? Bridges What practices and policies will help? Next Steps What do you need to know?
District content specialists
District professional development staff
District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional developmnt opportunits. To change the way we evaluate professional developmnt (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings. Adaptive: Requires district staff to have knowledge they may not have/to learn new knowledge.
Providers of professional development
Teachers
State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities. Bully pulpit Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Requires a shift in attitude about the important skills and abilities of teachers.
Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence your partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional development opportunits. To change the way we evaluate professional development (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings.
Providers of professional development Teachers State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities. Bully pulpit Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Requirements for performance assessments of teachers for certification or licensure.
Adaptive: Requires district staff to have knowledge they may not have/to learn new knowledge.
Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Requirements for accepting/accrediting continuing education units
Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence targets?
Resources
(on page 1 of the Worksheet)
What resources do you and your allies have?
Definitions
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
Challenges—Technical:
Technical: Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings. Adaptive: Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways We have a Requirements for Where Technical challenges are the onesFind out can define is my we process significant performance for changing staff in terms of clearly and for to budget know how to solve; they usually fall their knowledge assessments of teacher reprofessional teachers for certification about the Teachers someone with the authority to address(does research on PD development. certification or regulations them. licensure. it require – and their State We manage Technical issues can be managed. changes in state comfort level in department Providers of professional development
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional development opportunities . To change the way we evaluate professional development (PD) offerings To think creatively about budgeting for PD
recertification staff
Local business people who understand the value of on-thejob training
Challenges—Adaptive:
Internal process to examine whether new expectations and research have been incorporated into PD programs.
the process of teachers applying for professional development opportunities.
Requirements for accepting/accrediting continuing education units
law?) Get the School Board to talk about how important this change is
using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need?
AdaptiveBully pulpit challenges are often hard to identify clearly, Get staff to think Individual staff about how to require have a who changing hearts and minds, and often support faculty way of while requiring are championed by Professional someone who cares but may not confronting change difficult issues. development have the authority to effect change. When adaptive issues opportunities for our A specific PD staff are involved, people have to learn new ways and must provider ahead How does our of the curve. choose between what appear to be contradictory values. teacher quality Local profssnl plan address association Adaptive issues require leaders to resolve them. When teacher that is calling knowledge and identifyingthe same for adaptive challenges, consider especially skills? type of PD. challenges related to loyalty, competence, and loss.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional development opportunities . To change the way we evaluate professional development (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings.
Providers of professional development Teachers State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities. Bully pulpit Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Adaptive:
Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence your partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional development opportunities . To change the way we evaluate professional development (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings.
Providers of professional development Teachers State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development.
(on page 1 of the Worksheet)
Requirements for accepting/accrediting continuing education units
Adaptive:
Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
We manage the process of teachers applying for professional development opportunities.
Requirements for performance assessments of teachers for certification or licensure.
Definitions Allies:
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the
demographics Who Bully pulpit can help implement your action plan? of teachers in Individual staff who have a way of confronting difficult issues.
Specifically, who can influence your Professional development partners in change?
opportunities for our staff
Internal process to examine whether new expectations and research have been incorporated into PD programs.
Get staff to think about how to support faculty while requiring change
A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence your partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional developmnt opportunits. To change the way we evaluate professional developmnt (PD) offerings To think creatively about budgeting for PD
Technical:
Requires changes in the way we evaluate PD offerings.
Requires changes in district PD offerings. Adaptive: Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Providers of professional development Teachers State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities.
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Bully pulpit
Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
Definitions
To use research to make decisions about professional developmnt opportunits.
What changes are you asking for?
What challenges might you face?
Allies
Who can influence targets?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
(on page 1 of the Worksheet)
District content specialists District professional development staff
Resources:
have knowledge they may not have/to learn new knowledge.
Technical:
Requires changes in the way we evaluate PD offerings.
Providers of professional development Teachers
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities.
Requires changes in What rules, regulations, policies, State funds, district PD offerings. department authorities, or opportunities do you recertification manage Adaptive: District school staff To change that can bethe way we to carry district staff to strategies? used improvement Requires out the Local business specialists District monitors of Teacher Quality
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
What ability and resources do you have Requires a shift in to help bring onabout the your board attitude important skills and To partners in change? think abilities of teachers. creatively
evaluate professional developmnt (PD) offerings
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
people who understand the value of on-thejob training
Bully pulpit
Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
What ability and resources do allies have to affect may not change? PD providers be behavior . . . to impact theprepared to deliver of your PD in new ways partners in change?
about budgeting for PD
Teachers may not accept new models of PD
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff
District school improvement specialists
District monitors of Teacher Quality
To use research to make decisions about professional developmen t opportunitie s. To change the way we evaluate professional developmen t (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings.
Providers of professional development Teachers State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities. Bully pulpit Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Adaptive:
Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence targets?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff
(on page 1 of the Worksheet)
Teachers Requires changes in district PD offerings. To change the way we evaluate professional developmen t (PD) offerings
District school improvement specialists
District monitors of Teacher Quality
To use research to make decisions about professional developmen t opportunitie s.
Definitions
Technical: Requires changes in the way we evaluate PD offerings.
Providers of professional development
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities.
Bridges:
Requires district staff to have knowledge they may not have/to learn new knowledge.
Adaptive:
State department recertification staff Local business people who understand the value of on-thejob training
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
District and state policies, practices, and pulpit Bully Requires a shift in initiatives that attitude about the implemented or are staff could be Individual who have important skills and currently in place to support the strategy of a way abilities of teachers. confronting To think and attainment of the goal. Teachers may not difficult issues.
creatively about budgeting for PD
accept new models of PD PD providers may not be prepared to deliver PD in new ways A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development. Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence your partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional developmnt opportunits. To change the way we evaluate professional developmnt (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings. Adaptive: Requires district staff to have knowledge they may not have/to learn new knowledge. Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Providers of professional development Teachers State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities.
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Bully pulpit
Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development.
Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence your partners in change?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional developmnt opportunits. To change the way we evaluate professional developmnt (PD) offerings To think creatively about budgeting for PD
Technical: Requires changes in the way we evaluate PD offerings. Requires changes in district PD offerings. Adaptive:
Providers of professional development Teachers State department recertification staff Local business people who understand the value of on-thejob training
We have a significant budget for professional development. We manage the process of teachers applying for professional development opportunities. Bully pulpit Individual staff who have a way of confronting difficult issues. A specific PD provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to examine whether new expectations and research have been incorporated into PD programs. Professional development opportunities for our staff
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Requires district staff to have knowledge they may not have/to learn new knowledge.
Requires a shift in attitude about the important skills and abilities of teachers. Teachers may not accept new models of PD PD providers may not be prepared to deliver PD in new ways
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
Teachers in every high school classroom who are prepared with deep content knowledge, pedagogical skill (including culturally responsive instruction), and skill in building relationships with students at the high school level.
Help my district to be a smart consumer of professional development.
Provide leadership and training to key staff on research-based professional development.
Partners in Change
Who needs to change?
What changes are you asking for?
What challenges might you face?
Allies
Who can influence targets?
Resources
What resources do you and your allies have?
Bridges
What practices and policies will help?
Next Steps
What do you need to know?
District content specialists District professional development staff District school improvement specialists District monitors of Teacher Quality
To use research to make decisions about professional developmnt opportunits. To change the way we evaluate professional developmnt (PD) offerings To think creatively about budgeting for PD
Technical:
Definitions
Providers of professional development Teachers State department recertification staff
(on page 1 of the Worksheet)
Requires changes in district PD offerings. Adaptive:
Requires changes in the way we evaluate PD offerings.
We have a significant budget for professional development.
What do you need to know?
Requires district staff to have knowledge they may not have/to learn new knowledge.
Requires a shift in attitude about the important skills and abilities of teachers. Individual staff determine the best action plan, who have a way of Local business people who understand the value of on-thejob training Bully pulpit confronting make the best case for the work, orProfessional Teachers may not difficult issues. accept new models of PD A specific PD track the success of your efforts? provider ahead of the curve. Local profssnl association that is calling for the same type of PD.
examine whether What knowledge or information do you need to new expectations and research have been incorporated into PD programs. development opportunities for our staff
We manage the process of teachers applying for professional development opportunities.
Requirements for performance assessments of teachers for certification or licensure. Requirements for accepting/accrediting continuing education units Internal process to
Find out process for changing teacher recertification regulations (does it require changes in state law?) Get the School Board to talk about how important this change is Get staff to think about how to support faculty while requiring change
Where is my staff in terms of their knowledge about the research on PD – and their comfort level in using that research base in making decisions? What are the demographics of teachers in our hardest to staff schools? What skills do the most effective ones have? What do they need? How does our teacher quality plan address teacher knowledge and skills?
PD providers may not be prepared to deliver PD in new ways