How job embedded professional learning impacts upon student

How job embedded professional learning impacts upon student outcomes The Evidence of Learning is Changed Behaviour Dr Jake Madden, Principal, Al Yasat Private School, Abu Dhabi

Moving to JEPD Why PD? Case Studies What’s in store for the next 20 minutes…. Evaluating Staff PD Programs

What we are used to…. . . Darling-Hammond, L. , Meyerson, D. , La. Pointe, M. , Orr, M. T. (2009). Preparing principals for a changing world: Lessons from effective school leadership programs. San Francisco, CA: Wiley. Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational leadership, 59(6), 45. Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational evaluation and policy analysis , 15(2), 129 -151. Robinson, V. M. J. , Lloyd, C. A. , Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44, 635 -674. Kennedy, M. M. (2016). How does professional development improve teaching? . Review of Educational Research, 86(4), 945 -980.

Internal After School PD Bayar, A. (2014). The Components of Effective Professional Development Activities in Terms of Teachers' Perspective. Online Submission, 6(2), 319 -327. Stewart, C. (2014). Transforming professional development to professional learning. Journal of Adult Education , 43(1), 28. Kraft, M. A. , & Papay, J. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational evaluation and policy analysis, 36(4), 476 -500. Jensen, B. , Sonnemann, J. , Roberts-Hull, K. , & Hunter, A. (2016). Beyond PD: Teacher Professional Learning in High-Performing Systems. Teacher Quality Systems in Top Performing Countries. National Center on Education and the Economy.

Why Professional Development? ● Ensuring Knowledgeable and Effective Teachers ● ● ● ● ● Types of PD education conferences and seminars informal dialogue to improve teaching course and workshops reading professional literature professional development networks individual and collaborative research mentoring and peer observation visits to other schools qualification programmes

Job-embedded professional development (JEPD). . . …. refers to teacher learning that is grounded in day-to-day teaching practice and is designed to enhance teachers' content-specific instructional practices with the intent of improving student learning (Darling. Hammond & Mc. Laughlin, 1995; Hirsh, 2009). Darling-Hammond, L. , and M. W. Mc. Laughlin. (1995). "Policies That Support Professional Development in an Era of Reform. " Phi Delta Kappan 76, 8: 597 -604. Derrington, M. L. , & Kirk, J. (2017). Linking job-embedded professional development and mandated teacher evaluation: teacher as learner. Professional Development in Education , 43(4), 630 -644. Hirsh, D. (2009). Tracking academic performance: A qualitative approach. In Fred E. Anderson, Ma Yingxin and Nicholas Tarling (Eds. ), The English language and the Asian student, (pp. 278 -300). Shandong University Press. Owens, M. A. , Pogodzinski, B. , & Hill, W. E. (2016). Job-embedded professional development policy in Michigan: can it be successful? . Professional development in education , 42(2), 201217. Shaha, S. H. , Glassett, K. F. , & Ellsworth, H. (2015). Long-term impact of on-demand professional development on student performance: A longitudinal multi-state study. Journal of International Education Research , 11(1), 29.

Key Aspects of JEPD ● Professional Learning Communities ● Teacher Observations ● Coaching ● Mentoring ● Examining Student Work Moderation ● Data Teams and Assessment Development De. Monte, J. (2013). High-Quality Professional Development for Teachers: Supporting Teacher Training to Improve Student Learning. Center for American Progress. Smylie, M. A. (2014). Teacher Evaluation and the Problem of Professional Development. Mid-Western Educational Researcher, 26(2). Woodland, R. H. , & Mazur, R. (2015). Beyond hammers versus hugs: Leveraging educator evaluation and professional learning communities into job-embedded professional development. NASSP Bulletin, 99(1), 5 -25. Zepeda, S. J. (2014). Job-embedded professional development: Support, collaboration, and learning in schools. Routledge.

JEPD In Action ● Critical Friends ● Group Data Dialogues and Teams ● Examining Teaching and Learning Portfolios ● Lesson Study ● Reflective Practice Groups ● Professional Learning Communities ● Study Groups ● Case Discussions ● Action Research

Action Research in Action https: //www. lulu. com/

Linking PD to CPD to JEPD ● ● ● use of external expertise linked to schoolbased activity shared observation and feedback learning based in the classroom teachers applying and refining new knowledge and skills and experimenting with ways of integrating them in their dayto-day practice an emphasis on peer support rather than leadership by supervisors scope for teacher participants to identify their own CPD focus, its starting points and pace ● ● ● processes to encourage, extend and structure professional dialogue as well as ongoing collaborative working processes for sustaining the CPD over time to enable teachers to embed the practices in their own classroom settings pair- and/or small-group work, which may be more effective than larger discussion groups

Role of School Leaders ● ● ● ● Keep the school focused on the main objective: student achievement. Develop a school climate among staff that promotes continued learning focused on improving students’ academic achievement. Identify, train and support effective instructional facilitators in providing job-embedded professional development. Provide common teacher learning time, at least 60 minutes of uninterrupted time per week, which is distinct from planning time. Use student performance data to inform decisions of job-embedded professional development. Align teacher evaluation with the teacher learning occurring in job-embedded professional development so teachers can regularly strengthen their practice. Measure the progress of teacher and student learning to ensuring success for all.

Evaluating the Staff PD Program ● ● learner’s reaction to the training, knowledge or skill acquisition, application of new knowledge or skills on the job, and the achievement of goals https: //www. edarabia. com/teacher-professional-development-programs-evaluated/

In Summary ● A job-embedded professional learning approach requires that most of a teacher’s professional learning occurs during the workday in the workplace and is designed to support both individual and team learning. ● Teachers involved in decisions about their learning, are more effective in addressing immediate issues directly related to their practice. ● Effective teacher learning occurs over time, engages educators in dialogue and reflection, provides teachers the practice and feedback necessary to implement knowledge and skills, resulting in a healthy school culture characterized by trust, collaboration, and continuous learning. ● It is up to leaders to harness the expertise of staff in order to build staff capacity across the school.

Contact Details Dr Jake Madden Skype: jake_madden Twitter: @jakemaddenuae Linked. IN: https: //www. linkedin. com/in/1 jakemadden www. jakemaddenintheuae. wordpress. com https: //www. researchgate. net/profile/Jake_Madden https: //scu-au. academia. edu/Jake. Madden