District Leaders Guide to Developing a Professional Learning Plan

DISTRICT LEADERS' GUIDE FOR

DEVELOPING A PROFESSIONAL

LEARNING PLAN

INTRODUCTION

Teacher shortages are a significant issue for districts across the country,

with many educators citing insufficient professional learning as a top

factor in their decision to resign from their position. By developing a

comprehensive professional learning plan, district leaders can ensure

they are providing high-quality, relevant, and accessible professional

learning to their teachers. The following research guide provides

recommendations, strategies, and case studies to inform district-wide

professional learningplans. There is also a discussion guide at the end of

the guide to help leaders develop their own plans.

Recommendations

An effective professional learning plan should:

 Include learning goals, actions to be implemented, a timeline,

indicators of success, and an evaluationplan;

 Ensure professional learning is relevant for teachers by

differentiating based on content area, grade level, and

careerpathway; and

 Provide professional learning to novice teachers that is focused

on classroom management and working with diverse learners.

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4 /

KEY COMPONENTS

5 /

DEVELOPING PROFESSIONAL

LEARNINGPLANS

6 /

COMPONENTS OF PROFESSIONAL

LEARNING PLANS

7 /

PROFESSIONAL LEARNING

DELIVERYOPTIONS

8 /

COMMON PROFESSIONAL

LEARNING TOPICS

9 / TOPICS FOR ELA, READING,

LITERACY,AND MATH

10 /

TOPICS BY GRADE LEVEL

11 /

PROFESSIONAL LEARNING FOR

NOVICE AND VETERAN TEACHERS

11 / GUIDELINES FOR EFFECTIVE

PROFESSIONAL LEARNING FOR ALL

TEACHERS

12 / TOPICS FOR NOVICE VS. VETERAN

TEACHERS

13 / CASE STUDY: HUMBLE ISD (TX)

14 /

DIFFERENTIATED PROFESSIONAL

LEARNING FOR CAREERPATHWAYS

15 /

DISCUSSION QUESTIONS FOR

DEVELOPING PROFESSIONAL

LEARNINGPLANS

16 /

SOURCE LIST

CONTENTS

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KEY COMPONENTS

District professional learning plans typically consist of several components.

These components include: learning goals and objectives; related actions and

interventions; necessary resources; a timeline for implementation; a person(s)

responsible for oversight; indicators and measures of success; and an

evaluation plan.

Districts can provide professional learning through multiple delivery methods.

Common delivery methods include blended learning, coaching, mentoring,

professional learning communities, online training modules, and in-person

sessions. Districts can use a needs assessment to understand teachers'

preferences to ensure the delivery methods selected accommodate a range

of learning styles.

Districts can use professional learning to strengthen teachers'

instructional practice.

For example, professional learning can build teachers' capacity to develop curricula, set

learning goals, participate in co-teaching, facilitate project-based learning, and use other

research-based instructional practices. For ELA and math, districts typically provide

professional learning on curriculum standards, instructional strategies, assessments,

and related district programs and initiatives.

Districts can vary topics covered in professional learning to align with

teachers' grade levels.

Although the professional learning delivery method is typically the same for all

teachers regardless of grade level, the topics addressed often vary. Specically,

teachers should receive professional learning on content and instructional

strategies that are relevant to the grade level(s) theyteach.

Districts can engage and retain veteran teachers by providing differentiated

professional learning opportunities to help them progress in their careers.

These opportunities should not be used to promote personal goals or interests

that are unrelated to district or school goals. Districts can provide some exibility,

however, when personal goals also would improve the district or student

achievement. For example, Houston Independent School District offers a career

pathways program in which teachers can take on more responsibilities and

leadership roles while remaining in theclassroom.

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DEVELOPING PROFESSIONAL LEARNING PLANS

Districts should follow this 7-step process when developing their professional learning plans:

STEP 2: EXAMINE COMMUNITY, DISTRICT, SCHOOL, DEPARTMENT, AND STAFF CHARACTERISTICS

y Gather data about educators

y Gather data about the learningcontext

y Analyze the data to identify trends,

patterns, and areas of needed

improvement

y Identify the features of the learning

context that influence student and

educatorlearning

y Identify potential contributors to the

current state oflearning

STEP 1: ANALYZE STUDENT LEARNING NEEDS

y Gather multiple forms of studentdata

STEP 3: DEVELOP IMPROVEMENT GOALS AND SPECIFICSTUDENT OUTCOMES

y Write SMART goals for student learning

STEP 4: IDENTIFY EDUCATOR LEARNING NEEDS AND DEVELOP GOALS AND OBJECTIVES

y Develop SMART goals for educators

STEP 5: STUDY RESEARCH ON SPECIFIC PROFESSIONAL LEARNING PROGRAMS,

STRATEGIES, OR INTERVENTIONS

y Review research and evidence on

successful professional learning

programs or practices

y Identify those relevant to the current

goals and objectives

STEP 6: PLAN PROFESSIONAL LEARNING IMPLEMENTATION AND EVALUATION, INCLUDING

ESTABLISHING A LOGIC MODEL FOR SPECIFIC PROFESSIONAL LEARNING PROGRAMS

y Develop theory of change

withassumptions

y Develop logic model

STEP 7: IMPLEMENT, EVALUATE, AND SUSTAIN THE PROFESSIONAL LEARNING

y Enact the plan

y Monitor progress and adjust as needed

y Evaluate progress and results

y Sustain support to achieve deep

implementation over time

Source: Learning Forward, 2013

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COMPONENTS OF PROFESSIONAL LEARNING PLANS

Throughout the development process, districts should consider the content, process, and context of

professionallearning.

CONTEXT

The organizational system, or

culture, in which professional

learning takes place and where

the new understandings are to

beimplemented.

PROCESS

How professional learning is planned,

organized, carried out, followed-

up, and evaluated. Ideally, district

professional learning plans will

contain several elements to guide the

development and implementation

of professional learning, and they

will span anywhere from one to

threeyears.

CONTENT

The new knowledge, skills, and

understandings that form the

basis of professional learning. The

content should come directly from

a needs assessment that identies

gaps in teacher knowledge that

will enhance student learning

andachievement.

GOALS

Goals specify the desired outcomes of the professional

learning. Goals are typically oriented toward

studentlearning.

OBJECTIVES

Objectives dene short- and long-term changes that

are required to meet the overall goals. Objectives

are typically focused on knowledge, attitude, or skill

changes ineducators.

TIMELINE

The timeline explains when actions will be completed

and goals/objectives achieved.

RESPONSIBLE PERSON(S)

The responsible person(s) is the point person or

persons who know about the actions and each

action's status.

STRATEGIC ACTIONS/INTERVENTIONS

Actions or interventions dene what a district or

school will do to accomplish the goals/objectives.

INDICATORS OF SUCCESS

Indicators of success describe how the district will

know whether the actions have occurred and the

goals/objectives have beenachieved.

MEASURES OF SUCCESS

Measures of success identify how the data or evidence

will be collected to demonstrate the indicators of

success.

EVALUATION PLAN

The evaluation plan measures the success of the

professional learning. It uses the indicators and

measures of success to guide data collection and

determine if the goals/objectives were achieved and

if the actions were properlyimplemented.

RESOURCES NEEDED

Resources may include the staff, technology, funding,

materials, and time necessary to accomplish the

objectives and goals.

ELEMENTS OF PROFESSIONAL LEARNING PLANS

Source: Learning Forward, 2013

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PROFESSIONAL LEARNING DELIVERY OPTIONS

District leaders should incorporate different types of

professional learning delivery models to meet different needs

and preferences. These delivery modelsinclude:

y Action research

y Blended learning

y Book study

y College coursework

y Conferences

y Department meetings

y Coaching

y Shadowing

y Mentoring

y Professional learning

communities

y Annual trainings

y Summer institutes

y Virtual learning

y Collaborative analysis

of student work

y Professional learning

sessions

y Case studies

y Classroom visits

y Collaborative

curriculum

development

y Individual analysis

of student work

y Focused

conversations

y Journaling

y Online professional

learning programs

y Self-reection

y Study groups

y Workshops

Blended Professional Learning Process

Blended professional learning, found to be effective for improving the instructional practices of middle school math

and science teachers, can be applied to teachers of any subject in any grade level.

Sources: Owston, Sinclair, and Wideman, 2008; Lee, 2014; and Power Up What Works

 Watch a video

 Identify possible strategies

and tools for the classroom

 Participate in an

onlinediscussion

BEFORE A MEETING

 Review potential strategies

 Demonstrate the strategies

 Plan lessons that incorporate

the strategies

DURING A MEETING

 Read blog posts on

thestrategies

 Participate in an

onlinediscussion

 Listen to a podcast on

thestrategies

AFTER A MEETING

 Participate in a webinar

about the strategies

 Discuss what was learned

in an online forum

AFTER A COACHING SESSION

 Discuss specic

studentneeds

 Review additional strategies

 Explore additional tools

DURING A COACHING SESSION

In addition to selecting professional learning

delivery methods, districts must also nd time

in teachers’ schedules. Salt River Schools, for

example, nds time in various ways, including:

 Full-day in-services;

 Early release days;

 Professional learning

communitymeetings;

 Before-and after-school;

 During instructional

planning periods; and

 Saturdays and summer sessions

CASE STUDY:

Salt River Schools (AZ)

Sources: Coppell ISD, 2017; Clear Creek ISD, 2017; Learning Forward, 2013;

and Alberta Education et al., 2005

Source: Salt River Schools, 2017

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COMMON PROFESSIONAL LEARNING TOPICS

Districts cover a variety of topics in professional

learning activities, ranging from classroom instruction

to diversity issues. Common topics include:

y Instructional strategies: Developing learning

goals, co-teaching, facilitating project-

based learning, planning lessons, developing

curricula, and using other research-based

instructional techniques

y Social-emotional learning: Substance abuse

prevention and positive behavioral interventions

and supports

y Classroom management: Bullying prevention,

responsive classrooms, and conscious discipline

Districts typically do not differentiate between topics

covered at the district and school levels in their plans.

Arlington Public Schools covers several topics

in its professional learning activities, such as

inclusion, curriculum, and personalized learning.

CASE STUDY:

Arlington Public

Schools (VA)

INCLUSION

y Co-teaching models

y Understanding English learners

y Assistive technology

y Supporting mental health care

WHOLE CHILD APPROACH

y Bullying prevention

y Social-emotional curriculum

y Substance abuse prevention

y Positive behavioral interventions

andsupports

CURRICULUM

y Curriculum framework

y Overview of VA Standards of Learning

y Vertical articulation

AUTHENTIC AND ENGAGING

LEARNINGEXPERIENCES

y Critical, computational, and

creativethinking

y Conscious discipline

y Number talks

y Responsive classroom

PERSONALIZED LEARNING

y Blended learning

y Flipped classrooms

y Project-based learning

Sources: Arlington Public Schools

Sources: Salt River Schools, 2017; Arlington Public Schools;

Connecticut Technical High School System

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COMMON PROFESSIONAL LEARNING TOPICS

Topics for ELA, Reading, Literacy, and Math

Districts cover a variety of professional learning topics related to various subject areas. Below are some common

topics addressed by districts.

DISTRICT ELA/READING/LITERACY MATH

Salt River Schools

(AZ)

y Small group instruction

y Text Talks

y Managing independent reading

y Understanding lexiles

y Storytelling and literature in math

y Effective use of math manipulatives

Conneccut

Technical High

School System (CT)

y Renaissance STAR and AR programs

y Learning centers

y Align STAR Curriculum with CCS

learning progressions

y Strategies to support reading

y ALEKS program

y Mastery-based learning

y Developing and using common

assessments in Algebra

y STAR Curriculum

Clear Creek ISD (TX)

y Curriculum previews, updates,

andreviews

y When Readers Struggle

y Leveled Literacy Interventiontraining

y STAAR Curriculum

y Benchmark Writing Score

y Curriculum previews, updates,

andreviews

y Formative assessment in math

y STAAR Curriculum

Humble ISD (TX)

y Foundations of Reading

y Words Their Way

y Expository writing (Grades 3-5)

y Spelling/phonics/

vocabularyinstruction

y Foundations of Writing

y Essential practices for teaching

thewriter

y Foundations of elementary math,

middle school math, Algebra,

AlgebraII, or geometry

y Elementary math journals

y Formative assessment

y Understanding elementary

mathstandards

Sources: Salt River Schools, 2017; Connecticut Technical High School System; Clear Creek ISD, 2017; and Humble ISD, 2016

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COMMON PROFESSIONAL LEARNING TOPICS

Topics by Grade Level

Although there do not seem to be differences in the methods in which professional learning is delivered to

elementary and secondary school teachers, the teachers at these levels should receive professional learning on

content that is relevant to the grade levels they teach.

Most differences in the professional learning that Clear Creek ISD provides to its teachers

at the elementary and secondary school levels are related to each grade level's programming.

CASE STUDY:

Clear Creek ISD (TX)

ELA, MATH, AND SOCIAL STUDIES SCIENCE

y Curriculum updates, previews, andreviews

y Formative assessment in math

y Leveled Literacy training

y Social Studies Alive

y Curriculum review

y Formative assessment

y STAAR

y Science notebooks with inquiry

y Technology integration

y Discovery Dome training

ELEMENTARY SCHOOL

ELA MATH SOCIAL STUDIES SCIENCE

y Curriculum

review and lesson

planning

y STAAR

y Online book

review

y Benchmark scoring

in writing

y Leveled Literacy

training

y Curriculum

review and lesson

planning

y Common

assessment writing

y STAAR

y Instructional

strategies

y Coaching

y Curriculum writing

y Course-specic

collaboration

y STAAR

y Reading and

writing in social

studies

y Technology

integration

y Curriculum

review and lesson

planning

y Assessments

y STAAR

y Course-level

planning

y Data

disaggregation

y Science Fair

y Benchmarking data

SECONDARY SCHOOL

Source: Clear Creek ISD, 2017

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Guidelines for Effective Professional Learning for All Teachers

BE SUSTAINED AND ONGOING

Professional learning must be ongoing and signicant in duration

to allow time for teachers to learn a new strategy and grapple withimplementation.

PROVIDE TEACHER SUPPORTS

There must be support for a teacher during the implementation stage that

addresses the specic challenges of changing classroom practice.

INVOLVE ACTIVE LEARNING

Teachers’ initial exposure to a concept should not be passive. Rather, it should

engage teachers through varied approaches so they can participate actively in

making sense of a newpractice.

INCLUDE MODELING

Modeling has been found to be highly effective in helping teachers understand

a new practice.

BE CONTENT SPECIFIC

The content presented to teachers should not be generic. Instead, it should be

specic to the discipline (for middle school and high school teachers) or grade level

(for elementary school teachers).

Source: Center for Public Education

PROFESSIONAL LEARNING FOR NOVICE AND VETERAN TEACHERS

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Topics For Novice vs. Veteran Teachers

Veteran Teachers

Professional learning can help develop veteran teachers’ skills while keeping them engaged in the teaching

profession. Examples of offerings for veteran teachers include:

PROFESSIONAL LEARNING FOR NOVICE AND VETERAN TEACHERS

PROVIDING LEADERSHIP

OPPORTUNITIES

Districts should provide

opportunities for veteran

teachers to take on additional

responsibilities and leadership

roles. These opportunities

can help veteran teachers

remain motivated to stay in the

classroom rather than seeking

leadership positions outside the

classroom. Districts can offer

these opportunities by providing

professional learning for

different careerpathways.

DIFFERENTIATING

PROFESSIONAL LEARNING

Districts should keep in mind the

experience of veteran teachers

when planning professional

learning to avoid redundant

topics. Districts and schools might

consider administering needs

assessments to veteran teachers

to identify those areas. Districts

and schools can also observe

classrooms to identify areas

ofneed.

CREATING COLLABORATIVE

LEARNING TEAMS

Veteran teachers can benet

from collaborative time with

other teachers. Collaborative

time is also benecial for novice

teachers, who can learn from

more experiencedteachers.

Districts have provided professional learning for novice

teachers that focuses on classroom management,

instructional strategies, assessments, equity issues,

content knowledge, and professionalism.

TOP FIVE CHALLENGES OF NOVICE

ELEMENTARY SCHOOLTEACHERS:

1. Working with emotionally-

disturbedstudents

2. Working with students who have

psychological disorders

3. Dealing with overactive children

(includingADHD)

4. Managing stress

5. Teaching special education students

in an inclusive format

PROFESSIONAL LEARNING

DELIVERY PREFERENCES OF

NOVICETEACHERS

83%

Interactive

professional

learning

70%

Grade-specic

lesson planning

63%

Seminars

63%

Online trainings

60%

Peer support

groups

Source: Burkman 2012

Novice Teachers

Source: Burkman, 2012

Source: National Association of Elementary School Principals

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PROFESSIONAL LEARNING FOR NOVICE AND VETERAN TEACHERS

Humble ISD outlines a three-year plan for novice teachers:

CASE STUDY:

Humble ISD (TX)

YEAR ONE

New teacher orientation

Either after school,

in the summer, or on Saturdays

40 hours

y Classroom management and the whole child

(such as Making Connections 101)

y Instructional technology overview

y Content-lesson design in the classroom,

use of curriculum management

system,assessments

y Gradebook/grading practices

y The whole child (such as

understandingpoverty)

y Courses that support questioning for rigor

y Classroom management and the whole child

(such as response to intervention)

y Instructional technology – mobile,

webdesign

y Courses that support writing across

thecurriculum

y Questioning for rigor and special

education/504

y Parent conferences and establishing positive

relationships with parents

y Instructional strategies – district specied

y Professional learning communities

YEAR TWO YEAR THREE

40 hours 40 hours

y Classroom management and the whole child

(such as Making Connections to Opportunity,

Freedom, and Self-Respect)

y Instructional technology –

advancedapplications

y Differentiation

y Sheltered instruction part 1

y Boys in crisis

y Formative assessment and instructional

strategies – district specied

y Content area training

y Classroom management and the whole

child (such as Making Connections: Building

Community in the Classroom)

y Technology in the classroom

y Content area training

y Sheltered instruction part 2

y Continued focus on building relationships

with students, parents and community via

additional training with Ruby Payne’s group

y Instructional strategies – district specied

y Content area training

Source: Humble ISD, 2016

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DIFFERENTIATED PROFESSIONAL LEARNING FOR CAREER PATHWAYS

When differentiated to meet teachers' unique needs, professional

learning can empower teachers to alter their instructional practices

and more effectively support their students. Delivery options for

differentiated professional learning are the same as for general

professional learning. Differentiated professional learning should not

be used to promote individual teachers’ personal goals or interests

that are unrelated to district or school goals. However, districts can

provide some exibility in professional learning when personal goals

also would improve the district or student achievement. For example,

a district might provide a particular set of professional learning

opportunities for teachers interested in pursuing a career as a literacy

coach.

Districts can administer needs assessments before planning and

providing any professional learning. Obtaining this information will enable districts to align the professional

learning content and delivery methods to best meet their teachers’ needs and preferences. Professional learning

facilitators should also consider presenting information in multiple formats to accommodate a variety of learning

styles. For example, facilitators might follow a lecture-style presentation with a hands-on application of the

content. At the end of a professional learning session, facilitators might administer a formative assessment to

evaluate what teachers learned during the session.

Baltimore City Public Schools offers a

tiered system of career pathways. Teachers

can progress through each tier to gain

more responsibilities and leadership roles.

CASE STUDY:

Baltimore City

Public Schools (MD)

y Focus on instruction

y Professional

development

y Focus on

classroomsuccess

y Active in

school-based roles

y Serve as model

ofexcellence

y Play a

leadershiprole

y Create professional

development

opportunities

y Serve as lead

academic teacher

at a school

y Collaborate with

the principal to

improve academic

performance

STANDARD PATHWAY

PROFESSIONAL PATHWAY

MODEL PATHWAY

LEAD PATHWAY

When differentiating professional

learning, districts should consider:

1. What teachers

already know;

2. What teachers

are interested in

learning; and

3. The learning styles of

individual teachers.

Sources: Grierson and Woloshyn, 2013; District Administration, 2016; NYC Department of Education, 2014; Teach HUB; Cirillo, 2015

Source: Baltimore City Public Schools

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DISCUSSION QUESTIONS FOR DEVELOPING

PROFESSIONAL LEARNING PLANS

1. What are your top two or three instruconal goals

for the year, both at the school and district levels?

2. How do our instructional goals translate into

professional learning outcomes for all teachers,

specic teams, and individual teachers?

3. What teacher professional learning opons

are already available to us, both internally

andexternally?

7. How can we make sure we have me for

teacher professional learning?

4. What can we do to make professional

learning praccal?

5. How will we know if our teacher professional

learning plan was successful?

6. How can we engage teachers through the

three phases of professional learning: planning,

implementation, and evaluation?

Source: Northwest Evaluation Association (NWEA), 2015

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