PD in the News is a periodic e-newsletter from NSDC, compiled by Hayes Mizell, NSDC distinguished senior fellow.
April 2009
3/09 Pennsylvania
…School District Guide to the Federal Stimulus Education Investments
(Note: The following is an excerpt from the Guide published by the Pennsylvania State Department of Education)
"
Professional development
Using stimulus funds for professional development is a good idea if the school district has a specific strategic need – based on student learning data – that can be addressed within two years. For example:
- Establishing a system for identifying and training highly effective teachers to serve as instructional leaders in Title I schoolwide programs and modifying the school schedule to allow for collaboration among the instructional staff;
- Establishing intensive, year-long teacher training for all teachers and the principal in a Title I elementary school in corrective action or restructuring status in order to train teachers to use a new reading curriculum that aggressively works on improving students’ oral language skills and vocabulary or, in some other way, builds teachers’ capacity to address academic achievement problems;
- Providing professional development to teachers in Title I targeted assistance programs on the use of data to inform and improve instruction for Title I-eligible students;
- Using reading or mathematics coaches to provide professional development to teachers in Title I targeted assistance programs;
- Providing intensive district-wide professional development for special education and regular education teachers that focuses on scaling-up, through replication, proven and innovative evidence-based school-wide strategies in reading, math, writing and science, and positive behavioral supports to improve outcomes for students with disabilities; and
- Providing training to all middle school teachers in adolescent literacy based on analysis of middle and high school reading data
PDE recommends that professional development funded through the stimulus focus on the data-driven needs of schools in Improvement and Corrective Action, as identified in the “Getting Results” tools that are part of school improvement planning, and that all professional development funded with stimulus resources be concentrated on improving instructional practice and content knowledge.”
http://snipurl.com/ev4it
3/29/09 Alexandria, VA
Schools Outline ideas for Stimulus Funding
“While the federal government continues to finalize the minutiae, ACPS staff has been developing potential ideas for using the funds, some of which were presented along with a revised economic forecast for FY 2011 to 2014 to the School Board in a work session Thursday night. With the schools’ FY 2010 budget request of the city (a 1.5 percent cut from the year before, falling short of the city’s recommended 2 percent mark) not yet approved by the city council, some of the funds could be used toward reducing the amount being asked of the city to attain that 2 percent mark. Part of this proposal included the addition of two paid professional development days for teachers and paraprofessionals, keeping them in the schools rather than out and effectively lengthening their contract to make it one of the longer paid-day contracts in the region, said Margaret Byess, assistant superintendent for finance. If utilized, this would fund about $1.2 million of the ACPS operating budget and help reach that 2 percent mark. ‘The concept of professional development was terrific,’ School Board Chair Yvonne Folkerts said. ‘I have heard over the years from teachers who are concerned about the amount of time that they have to be out of the classroom for training and development, and hopefully this could alleviate some of those concerns.'”
http://snipurl.com/euvql
3/9/09 Greensboro, NC
Grant Supports Teachers, Improves Student Performance in Science
“Through an North Carolina QUEST grant, University of North Carolina at Greensboro (UNC-G) professors created a program that supports teacher development and improves student performance on End-of-Course (EOC) exams. Prior to the program, Smith’s passage rate was 23.1 percent on the biology EOC, which is a requirement for graduation. During the first year of the partnership, the passage rate increased to 39.3 percent, a statistically significant increase. This includes students who received extra support from the program and retested. The partnership uses a mentor-the-mentor approach to enhance the instruction students receive in Smith science classes.
First, it equips teachers through Teachers Teaching Teachers. This portion of the program includes learning communities where teachers share what works and does not work in their own classrooms and professional development opportunities that encourage hands-on, inquiry-based instruction. ‘Our teachers are sharing ideas and learning new ways to engage students in science,’ said Virginia Stephenson, science coach at Smith. ‘The collaboration in the learning communities and UNC-G’s assistance with content mastery for teachers are making a difference in our ability to get students closer to where they need to be.’ Stephenson came out of retirement to work with NC QUEST and now supports Smith science teachers within the program.
Second, the partnership provides UNC-G student tutors for each biology class at Smith in the weeks leading up to EOC exams. The tutors work with students at risk of not passing the biology EOC. Through Tutor to Tutors, the UNC-G tutors receive support and instruction from their professors on how to encourage Smith students to use higher order thinking and problem solving. For example, the tutors are encouraged to use their own college textbooks if they need to find answers to demonstrate to their students how to get information and learn. Smith’s partnership with UNC-G through the NC QUEST grant has made noticeable impact, including a higher rate of passage on the biology EOC, teachers who work in community with their colleagues to improve instruction, and science closets full of supplies from test tubes to centrifuges.”
http://snipurl.com/exqgo
3/10/09 Danvers, MA
Teachers, Others: Schools Need a Little PLC
“Smith School teacher Theresa Oakes likes professional learning communities, or PLCs, because they ‘focus on results.’ ‘Professional learning communities provide a predictable time when teachers can collaborate,’ said Oakes, the school's assistant to the principal. Danvers High teacher Matt Paquette said a meeting between senior and sophomore teachers led to a revamp of the 10th-grade curriculum in one day. Those were some of the reasons why teachers favor a plan to carve out nine early release Wednesdays from October to June in the upcoming school year.
The ad hoc training days would be the first Wednesday of each month, under a calendar proposal the School Committee unanimously approved last night. The calendar, which still needs a further approval in April, carries a total of 12 early release days, in which lunch would be served and dismissal times would be 12:45 p.m. for middle- and high-schoolers and 1:15 p.m. for the elementary grades. The three other days are the first three days of the school year.
The shortened days would allow for extra teacher-meeting time of two hours once a month. This would not be time for teachers to earn professional development credits to maintain their licenses but time to get together with the goal of boosting test scores. ‘This is the step in the right direction in moving forward with student achievement,’ Superintendent Lisa Dana said. A few such sessions have already paid off, they said. ‘It's so important to meet with educators we don't normally meet with,’ said Johnsie McDougall, a middle school math teacher who said a music teacher gave others the idea to use the software program, Garage Band, to let students record their progress in math. ‘We've done more work in two meetings than we've done in three years,’ McDougall said.
Last June and July, a proposal to create 18 early release days drew a storm of criticism from parents concerned about taking time away from children in the classroom. Many wondered about child care options or having to juggling various work and school schedules. However, no parents spoke out against the early release plan last night. ‘I learned a lot about professional learning communities, and it gave me a window into what the students need and what teachers need,’ said parent Mari Matt, who was on an early release day study committee. ‘Certainly, the end result is really a negotiated result,’ said School Committee member Arthur Skarmeas. ‘There were some people who wanted more early release days, there were some who wanted less, and there were some who wanted entire days’ devoted to collaboration. Smith School Principal Sharon Burrill said Danvers Recreation is looking into ways to fill some of that off time for students, but nothing is final. There are also questions about what to do about afternoon preschool classes. The School Committee plans to discuss those topics next month.”
http://snipurl.com/exsrf
3/27/09 Missouri
Teacher Training Cuts Could Have Major Impact on SW Missouri Schools
“The cut of professional development money from the state's school funding bill could have a major impact on schools in southwest Missouri. The Southwest Regional Professional Development Center, housed at Missouri State University, helps teachers from about 90 school districts in southwest Missouri, said Suzy Cutbirth, the center’s director. The center depends on state funding to help keep teachers up to speed with current teaching practices and state/federal requirements.
There is only $2 million earmarked for the nine regional centers in HB 2, passed to the Senate on Thursday — down from $15 million for professional development last year. Though some large districts — like Springfield — have in-house departments, most of the smaller districts depend on the regional centers for teacher training. Of the 90 districts that use the center, about 63 received state Distinction in Performance awards last year — up from about 30 just five years ago, Cutbirth said. There are now 21 full-time consultants at the center, she said — a number that could drop to three or four consultants if the funding is cut. And that would also affect the center’s programs that receive federal funding, such as special education and the Positive Behavioral Support System. ‘You can have many people on the ladder but if you take away the ladder, it’s going to hurt,’ Cutbirth said, referring to the center’s importance to various programs.”
http://snipurl.com/eutzt
3/9/09 Albuquerque, NM
In-Service Days in Jeopardy If Bill Passes
“If some state lawmakers get their way, kids may have to say good-bye to those extra days off school they know as in-service days. Those are days set aside for teacher training. But some lawmakers see them as time taken away from a child's education. And that's why some are proposing a new law that would move the teacher development time outside of scheduled school days. Some teachers fear they'll lose the learning time all together. ‘We have very little time for professional development, and we know that we need to have continuous learning. The teaching profession is about learning that is ongoing,’ said Alamosa Elementary teacher Jo-ann Lynch.
The bill, passed in the House, would require students to be in the classroom 180 days each school year. The requirement is currently based on hours, not days. Districts like APS throw extra minutes on to the school day to make up for those in-service days. The Albuquerque Teacher's Federation admits that it’s not a perfect system. ‘Adult learning should never interfere with student learning, but this is something every district has figured out how to do because we don't in this state fund professional development time for adults,’ said Ellen Bernstein, Albuquerque Teacher’s Federation President.
But since state funding for professional development isn't a reality in this age of budget cuts, teachers may have to say good-bye to their in-service training days. ‘It always affects children when somebody is using textbook materials or other instructional materials that's they're not that familiar with. That's a major focus of our professional development days,’ Lynch said. Governor Richardson supports the legislation. APS says if the law passes, it would move its in-service days to the end of summer and winter break.”
http://snipurl.com/extdp
3/26/09 Bolton, MA
Parents Irked by…16 Half-Days to Train Teachers
“Parents cried foul last week over to the number of early-dismissal days in the Nashoba Regional School District’s calendar for next year. The proposed 2009-10 calendar includes 16 early-release days and two full-day professional development days, an increase from this year’s 13 early-release days and one full day of training. ‘This calendar is a disaster for working couples,’ said parent Bob Czekanski, who is also a member of Bolton’s Advisory Committee. ‘Every time there’s a half off or a day off or a vacation, someone has to call up their boss and say, ‘I’m not going to be in work today.’ It doesn’t matter if it’s a half-day or a full day, someone has to give up their vacation time.’
Faced with opposition at their March 19 meeting, the School Committee did not adopt the proposed calendar, and several committee members suggested alterations. ‘I was looking for fewer early-release days on the calendar this year,’ said committee Chairman Cathy Giunta of Bolton, adding, ‘I can’t support this many professional development days.’ Giunta proposed scheduling only 10 early-release days. Committee members David Horne of Stow and Monica CampoBasso of Lancaster suggested adding a professional day before the Sept. 1 start of school, to take the place of two early-release days slated for late September. CampoBasso also proposed eliminating full-day teacher training and early-release parent-teacher conferences scheduled for March. ‘It’s overkill,’ she said. ‘What more information could a parent need in March that they couldn’t get with an e-mail, a phone call or an after-school meeting?’ Brian Burke of Stow and Mel Govindan of Lancaster also wanted fewer early-release days. ‘I can’t stand this kind of group meetings for teachers,’ said Govindan. ‘It’s way too much. How far more can they [teachers] develop?’
Wood said early-release days could not be combined because it would add days to the teachers’ work year, which would require renegotiating the teacher contract. Committee member Lynn Colletti of Stow suggested having math development on Sept. 1 and moving the district’s school start date to Sept. 2 instead of having the Sept. 24 and 25 teacher conference days. Wood said that is possible, adding that state guidelines require three full days of professional development, but none of the release days are required.
Sally Sullivan, district director of teaching and learning, said a committee of administrators, aides, teachers and parents met four times to finalize the proposed calendar. Sullivan said the district needs more time for teacher workshops because of a new math curriculum at the middle schools. Lancaster parent Gina MacNeil suggested that the schools increase Web-based training, which she said would decrease the number of teacher workshop days. She also asked that administrators send an earlier announcement to local Parent-Teacher Organizations about calendar proposals.”
http://snipurl.com/euw9i
3/11/09 Pine Bluffs, WY
Time Well Spent? Teacher Learning Debated
“Children at the four elementary schools in this southeast Wyoming district sure had fun in the middle of the week. Each Wednesday at midday, they were let out of class to play at school or head home, while their teachers met for staff development. The locals call it Wacky Wednesday. Depending on whom you ask, it's either cutting-edge — a new report says the world's best students learn from teachers who spend a lot of time in training — or a waste of time.
Concern over the schedule came to a head recently when the Laramie County School District 2 board voted to get rid of Wacky Wednesday at the 840-student district. ‘The community came in with a strong objection to the every Wednesday afternoon off because they felt like their kids were being cheated and were basically being baby-sat for that time — if they did stay at school,’ said school board chairwoman Esther Davison, who voted against the Wednesday schedule… But in Pine Bluffs, losing a half-day of class time every week rankled parents — prompting a petition that drew more than 100 signatures. Those who signed included Vicky Steege, who's retired from a long career of teaching elementary school in the district. ‘The kids need to be in school,’ Steege said. ‘If they needed to do the meetings, the teachers should be paid to go to the meetings after school, you know, not take it out of time for the kids.’
Sue Stevens, principal of both Pine Bluffs Elementary School and Albin Elementary School in Laramie County 2, said routine, in-school training has given her teachers a huge boost. ‘They take it straight back to the classroom, apply it and look and see how it impacts the work,’ she said. ‘It makes a difference.’ Stevens credits the Wednesday training for the district's improved reading and math scores on Wyoming's statewide assessment test, although she acknowledges writing scores have remained flat. Coaching teachers is the job of Craig Williams, a ‘master teacher’ who doesn't have students of his own but experiments with different teaching techniques in classes around the district. He passes on the successful techniques to teachers. ‘Any idea that I bring to them, I have used at least once, twice and sometimes three times in other classrooms,’ Williams said. ‘It's not just theory that I'm giving them. It's proven strategies that work.’ Kristin Prager, a rookie fourth- and fifth-grade teacher at Pine Bluffs Elementary, said meeting with other teachers has helped her focus on where her students need to improve. Superintendent Marjorie Simineo said the district might still find a way to salvage time for routine teacher development now that the school board nixed Wacky Wednesday. ‘I think we will take away the good things that we learned,’ she said. ‘And that's all you can do.’”
http://snipurl.com/exvrn
Other News of Interest
- In South Dakota, the Wolsey-Wessington school district will begin 4-day weeks, effective with the 2009-2010 school year. The fifth day, Friday, will be used for teacher professional development and planning. http://snipurl.com/eusgg
- The Harvest Foundation in Martinsville, VA recently awarded three area school systems a total of $897,000 to continue the Foundation’s 2003 education initiative of $5 million to improve schools by investing in professional development. An independent evaluation has found that during the past five years the most dramatic improvements in student performance have occurred among students with learning disabilities and African-American students. http://snipurl.com/eutcl
Everybody’s Talking About Professional Development:
”Many countries envy the quality of our teachers and by international standards, teaching in Ireland is well-regarded and well-paid. However, much more can be done to improve the effectiveness of this talented group of people. Creating opportunities for professional development for teachers is one of the most important avenues. In Irish schools and higher education institutions, there are limited opportunities for teachers to share best practice and benefit from research into effective teaching methodologies. Development needs to be continuous, school-based and throughout a teacher’s career – not just when new syllabuses are introduced.”
- Don Thornhill, chairman of Ireland’s National Competitiveness Council, in an opinion column published in the Irish Times newspaper
http://snipurl.com/exrn5
“There are teachers who may not know their subject matter as well as they should. They have got to be given more time for professional development.”
- President Obama during his March 18 town hall meeting in Orange County, CA
http://snipurl.com/evf1p
“Data show that large student achievement gains in Boston, San Diego, Seattle, Albany, Atlanta and a Minneapolis desegregation initiative have been the product of coherent, sustained investments in professional development for teachers.”
- Eric J. Cooper, president of the National Urban Alliance for Effective Education, in a letter-to-the-editor published in the New York Times
http://snipurl.com/euul8
“Some of the stimulus money could be spent on improving teacher quality, the top predictor of student achievement. Some of it could be invested in professional development and communications so high schools know how to properly implement the state's rigorous new high school curriculum. The state has done a poor job of explaining of how the curriculum can be interpreted and best executed.”
- Editorial in The Detroit News concerning potential use of stimulus funds
http://snipurl.com/exugj
“Improving the quality of teaching requires more than higher salaries. Vision and leadership from administrators is crucial. Professional development of the right kind—not Friday afternoon, one-shot workshops—is always necessary.”
- W. Norton Grubb of the Russell Sage Foundation taking the “con” position in a debate published in Business Week magazine. The debate focused on
whether stimulus funds should be used to raise teacher salaries.
http://snipurl.com/exwe0
“Create an effective professional-development strategy that is guided by teacher input and that creates a culture of collaboration in schools.”
- One of the recommendations by the Philadelphia campaign, “Effective Teaching for All Children: What It Takes” a project of the Education First Compact - which is comprised of some 50 education organizations - and the Philadelphia Cross City Campaign for School Reform.
http://snipurl.com/expdm
Compiled and disseminated by:
Hayes Mizell, Distinguished Senior Fellow, National Staff Development Council
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