The quality of professional development – and the results such learning ensures – is a critical component for states and school districts as they consider the best use of ARRA stimulus funds. NSDC focuses solely on this issue, ensuring that educators engage in professional development that improves student achievement.
Race to the Top
NSDC has submitted written comments to the U.S. Department of Education regarding proposed requirements, definitions, and approval criteria for “Race to the Top” funds.
Read NSDC’s comments to the Department. |
ARRA + Professional Development = School Results
ARRA offers an unprecedented opportunity for large-scale reform to U.S schools. Each U.S. Department of Education document describing how states and school districts should consider using stimulus funds has highlighted improvements in the quality and results of professional development as a crucial component of reform.
High-leverage strategies for professional learning
NSDC recommends that states and districts consider the following powerful learning strategies when deciding how to make use of ARRA funds.
For each strategy, follow the link for a longer description, intended outcomes, the resources required, and examples of NSDC’s specific work in this area around the country.
Provide a coaches academy to increase impact of instructional coaching.
Many schools choose experienced teachers to serve as instructional coaches. Coaches are expected to help educators improve their performance, with the expectation that this, in turn, will improve student performance. Coaches often discover, however, that it is difficult to transfer their classroom knowledge and skills to working with their peers. Districts investing in coaches will benefit from ensuring that each coach completes a comprehensive coaching academy experience.
Transform a school into an authentic collaborative learning community.
Authentic collaborative learning communities are schools in which all staff members share a collective responsibility for the success of each student. In these schools, every staff member participates in at least one learning team. Learning teams are organized at the school leadership level, at the grade or department level, and around key school priorities. The school day is structured to allow learning teams to meet several times a week to engage in a continuous improvement process focused on improving student outcomes.
Produce and implement an effective school improvement plan.
Many schools need to use the next two years to turnaround or reinvent themselves. A compelling new vision can serve as the motivation for transformation. When skillfully facilitated, the process of preparing and implementing a vision and improvement plan serves as a powerful impetus for substantive change. Such a plan is an essential foundation for any significant improvement.
Develop the long-term capacity of central office to produce substantive school improvement.
Central office staff must provide both pressure and support for change. Effective professional development is defined by NSDC’s standards for staff development, and no standards are more important than the three context standards. Without implementing research-supported learning communities, leadership development, and resource allocation strategies, few improvement efforts will be sustained. Investing in capacity-building efforts will ensure a school system has the infrastructure in place to sustain the significant changes being introduced in schools.
Invest in interpersonal skill development and coaching for school leaders.
Providing skillful instructional leadership for a school community is a complex task. Too many leaders fail not because they lack the content knowledge associated with great teaching, but rather because they lack relationship skills necessary to support effective change. Every day in our lowest-performing schools, principals are faced with countless choices about how to spend their time and resources. These principals must find new ways to produce dramatic, long-term academic gains in their schools, as well as possess the moral conviction and stamina to confront the barriers often associated with making significant changes.
NSDC would be honored to be your partner in advancing professional development that improves staff and student performance. We encourage you to assess your plans for your stimulus-funded actions against these strategies and outcomes.
If NSDC can assist you, contact Sue Francis at 972-943-0381 or
sue.francis@nsdc.org.
