Professional Development Protocol

C. Collaborating on Teaching/Learning Process: REFERENCES – ELEMENTS OF A

STANDARDS-BASED ACCOUNTABILITY DIALOGUE PROCESS

1.  OBJECTIVE: To focus a group on the need to integrate good practices so that improved student learning becomes the driving force in all aspects of school life. Areas to explore the integration of good practices include:

§  Content and performance standards

§  Multiple, diverse assessments

§  Ongoing program accountability

§  School as a unit of change

§  School as a learning organization

2.  RATIONALE: A local system of standards-based assessment and accountability can improve SAT-9 scores when:

§  Instruction and assessment is aligned with the state standards (e.g. standards-based instruction planning model)

§  A school uses multiple assessments to generate data several times during the school year (e.g. Performance Assignment)

§  Recent research on the essential elements of improving schools points toward frequent use of meaningful, local assessment data as a key element.

3.  MATERIALS: Identify short text (excerpts from articles or books) related to the 5 areas where the integration of good practice results in improved student learning. In order to enrich the conversation, consider text from 3 areas or all of the 5 areas listed above. Sample text excerpts provided for ongoing program accountability, school as the unit of school change, or school as a learning organization..

4.  PROCEDURE:

Timing

a.  Divide faculty into 3 groups. Each group reads excerpts on 5 mins.

ongoing program accountability, school as the unit of school change,

or school as a learning organization. (If you have text for all 5 areas,

then divide the faculty into 5 groups.)

b.  Use the following questions to guide a short dialogue* around the text 15 mins.

within each group:

(1).  Why is this good practice?

(2).  How does it foster school improvement?

*Dialogue is like brainstorming; it is not a discussion in which

choices are made or beliefs/positions are defended.

c.  Capture “essence” of dialogue and chart using graphics or text 10 mins.

to articulate significant ideas.

d.  Share group findings with the entire faculty. 15 mins.

5.  NEXT STEPS:

a.  Identify which of the 5 areas school might focus on in an in-depth manner.

b.  Plan professional development activities that address area identified.





From WestEd, modified version of discussion from BUS approach adapted by Maria Elena Rico, Design/Trainer Certification Unit