Iowa Professional Development Model
Administrator’s
Guide
2005
For Additional Information Contact:
Deb Hansen
for Teacher Quality
State of Iowa
Department of
Education
Grimes State Office Building
Des Moines, Iowa
50319-0146
Phone: 515-281-6131
Fax: 515-281-7700
E-mail: Deb.hansen@iowa.gov
http://www.state.ia.us/educate/
State Board of Education
State of Iowa
Department of Education
Grimes State Office Building
Des Moines, Iowa
50319-0146
State Board of
Education
Gene E. Vincent, Carroll, President
Sally J. Frudden, Charles City, Vice President
Jim Billings, West Des Moines
Charles C. Edwards, Jr., Des Moines
Sister Jude Fitzpatrick, West Des Moines
Rosie Hussey, Mason City
Wayne Kobberdahl, Council Bluffs
Gregory D. McClain, Cedar Falls
Mary Jean Montgomery, Spencer
Tara Richards, Indianola (Student Member)
Administration
Judy A. Jeffrey, Director and Executive Officer
of the State Board of Education
Gail M. Sullivan,
Chief of Staff, Division
of Early Childhood,
Elementary and Secondary Education
Pam Pfitzenmaier, Administrator, Division of Early Childhood,
Elementary and Secondary Education
Deb
Hansen, Professional Development Consultant,
Teacher Quality Team
Bev Showers, Staff
Development Consultant
It is the policy of the Iowa Department of Education not to discriminate on the basis of race, color, national origin, gender, disability, religion, creed, age or marital status in its programs or employment practices. If you have questions or grievances related to this policy, please contact the Bureau of Administration and School Improvement Services, Grimes State Office Building, Des Moines, Iowa 50319-0146, 515/281-5811.
Contents
About
the Administrator’s Guide....................................................................................... iii
Constant
Conversation Questions..................................................................................... iv
The
Iowa Professional Development Model..................................................................... 1
Elements of the Professional Development Model........................................................... 3
Foundations
of the Model.................................................................................................. 5
Graphic of the Professional Development Model............................................................. 6
Iowa
Student Achievement and Teacher Quality Program.............................................. 9
Summary
of Legislation.................................................................................................. 9
Purposes
of the Iowa Professional Development Model.................................................. 9
Iowa
Professional Development Standards................................................................... 11
Operating
Principles for the Iowa Professional Development Model........................... 13
Focus
on Curriculum, Instruction and Assessment......................................................... 13
Participative
Decision-Making...................................................................................... 13
Simultaneity................................................................................................................. 14
Leadership.................................................................................................................. 14
The
Professional Development Cycle............................................................................. 17
Collecting/Analyzing
Student Data................................................................................ 17
Goal
Setting................................................................................................................. 19
Selecting
Content......................................................................................................... 20
Designing
Process for Professional Development.......................................................... 21
Training/Learning
Opportunities.................................................................................... 21
Collaboration/Implementation....................................................................................... 21
Ongoing
Data Collection.............................................................................................. 23
Ongoing
Cycle............................................................................................................. 23
Program
Evaluation...................................................................................................... 23
A
Few Words About Context...................................................................................... 23
References........................................................................................................................ 25
Appendix A. Standards for Staff Development..................................................................... 29
Appendix B. One School’s Story: Implementing
the Iowa PD Model.................................... 33
Appendix C. Suggested Steps for Implementing
the Model................................................... 39
Appendix D. Operating Principles for the Iowa
Professional Development Model ................ 45
Appendix E. Alignment of Student Achievement
and
Teacher Quality
Program Components............................................................ 49
Appendix F. Building Level Professional
Development Plan Workbook................................ 57
Appendix G. Workbook for Describing the
District Career Development Plan ..................... 71
Notes
About the Administrator’s Guide
This guidebook provides school district and building level administrators
with information and resources to implement quality professional development
for the purpose of increasing student achievement. The materials included in
this document offer resources and tools needed to use the Iowa Professional
Development Model to fully implement the required District Career Development
Plans, Building Level Plans For Professional Development, and Individual
Teacher Career Development Plans.
Leaders of effective school improvement efforts recognize
the power of professional development to increase the instructional skills of
teachers and build the entire faculty’s capacity to achieve school-wide goals.
As school leaders study the components of the Iowa Professional Development
Model (IPDM) and the technical assistance materials in this document, they will
find structures that will enable their staff to experience quality professional
development and to use practices that improve student learning.
Principals
who function as staff development leaders recognize that professional
development is a means to an end—improved student achievement. They work with
faculty to identify the specific competencies that are most critical in helping
staff achieve that end; they design purposeful, goal oriented strategies and
programs to develop those competencies; and they sustain the commitment to
those strategies and programs until staff acquire and use the intended
knowledge and skills. They assess the impact of professional development not on
the basis of the number of offerings or initial enthusiasm for the offerings,
but on the basis of improved results.
Rick DuFour
In its simplest form, the practice
of large-scale improvement is the mobilization of knowledge, skill, incentives,
resources and capacities within schools and school systems to increase student
learning. Strictly speaking, the practice of improvement is the sharing of a
set of proven practices and their collective deployment for a common end. It is
not the property of any one individual or any incumbent in any specific job. It
is not the property of teachers or administrators or professional developers.
It is a common set of practices shared across the profession, irrespective of
roles.
Large-scale improvement intends to
reach all students in all classrooms and all schools through the daily work of
teachers and administrators. The idea of improvement means measurable increases
in the quality of instructional practice and student performance over time.
Quality and performance are on the vertical axis; time is on the horizontal
axis; and improvement is movement in a consistently northeasterly direction.
Richard Elmore
Du
Four, R. (2001) In the Right Context. Journal of Staff Development.
National Staff Development Council. Winter. Elmore, R. (2000) Building a new structure for school
leadership. Washington, DC: The Albert Shanker Institute.
Constant Conversation Questions
The technical assistance materials developed
by the Department of Education for developing and evaluating the Comprehensive
School Improvement Process (CSIP) uses four questions as an organizer for
writing the CSIP. These questions are called Constant Conversation Questions. Local districts are encouraged
to use the Constant Conversation Questions to guide their planning of the CSIP
and the District Career Development Plan.
