Getting the Research into Practice within a Planned System for Professional Development and Technical Assistance

Transcription

1 Getting the Research into Practice within a Planned System for Professional Development and Technical Assistance Dana Lattin, Caroline MaGee, & Catherine Fowler, NTACT

2 Purpose & Outcomes Provide an opportunity for state teams to develop a comprehensive, sustained, highimpact system of professional development for transition Provide a framework and strategies for implementing a PD/TA system Guide teams in identifying current status and short-term activities for enhancing PD/TA system 2

3 Getting GEARED UP 3

4 Process Information about elements of high quality PD systems Reflect on your current status Share 1 thing your state/team is doing related to the element Identify 1 next thing to do in the coming months to enhance your PD system 4

5 NIRN Implementation Context 5

6 Your Turn What systems do you currently have in place for providing professional development? Are they working? Why/why not? How is your system supported? What else do you need? 6

7 Your Squad Small group of people interested/engaged in professional development State-level personnel (Ed & VR) Local-level practitioners (school/district Ed & VR) Other agency personnel (CILs, DD, PTI, etc.) IHE instructors/faculty Consultants State level PD staff (cross-agency) 7

8 Examples NTACT Intensive TA State Core Team State-level transition team Group of training/ta providers Conference planning group What s currently available that you can build upon? 8

9 Your Turn Who is responsible for planning and coordinating TA/PD regarding evidence-based transition education and services? 9

10 Share Action Briefly share your current status related to who plans/coordinates TA/PD. What s missing/needed? Identify one next step for your systems of professional development 10

11 Needs Assessment Process Identify multiple sources of data I1&2, I13, I14, SSIP/SiMR, VR, conference/training evals, needs assessment instruments, policies, qualitative data, professional knowledge Identify strengths and gaps across multiple content areas Prioritize for specific content & audience Develop a 1-2 year plan for addressing gaps 11

12 Resources Predictor Implementation Self-Assessment Assessment.final_08_10_15.pdf Quality Indicators of Exemplary Transition Programs Needs Assessment (QI-2) RSA TA Centers Needs Survey VR data and input from the State Needs Assessment Indicator data and input from IEP review processes CEC Transition Standards - Professional knowledge/input: conference evaluations, discussions, focus groups, common questions during trainings, etc. 12

13 Examples GA: QI2 taken by 892 people across 63 districts districts use info for plans NV: Predictor Self-Assessment with practitioners in different regions MO: Looked across data sources annually (QI2, training evaluations, regional/local experts input) VA: Identified through I13 review that rural middle school teachers needed training on MPGs, assessment & including students & families VT: Environmental Scan across all VR transition teams conducted to identify training and TA needs 13

14 Your Turn How are professional development needs determined? Do you use a formal system to identify state/local needs? Is it determined based on SEA/Agency priorities (e.g., new transition forms, new policies/procedures with VR, etc.) What are your priorities/priority areas? 14

15 Share Action Briefly share your current status for Needs Assessment What s missing/needed? Identify one next step to identify professional development needs 15

16 Meeting the Needs 16

17 How Systems of Professional Statewide Regional Local Development Learning Communities 17

18 Thinking Across State, Regional, Local Levels What systems and structures do you need in place at the State level (e.g., website, interagency team, statewide institute, online modules, coursework/certificates)? What systems and structures do you need at the REGIONAL level (e.g., regional training & TA; regional mentors, regional practitioner groups, etc.)? From: Morningstar & Bassett (2007). Developing Systems of Professional Development in Transition: Resources & Strategies. 18

19 Thinking Across State, Regional, Local Levels (continued) What systems and structures do you need at the LOCAL level (e.g., local CTTs; LEA mentors, study groups, etc.) How has TA been tied to local change initiatives that include feedback and continuous improvement? 19

20 2 Types of Learning Structures Scheduled at a particular time Occurs for a pre-determined period Usually involves a defined learning group (i.e., team, department, school, graduate class) Has pre-determined outcomes and evaluation processes Is planned, designed, and facilitated by an expert Uses all team members to bring their best ideas (i.e., building a house) Is educator-initiated and directed Occurs naturally as a part of educator s work Can include formal or informal mentoring Most of the award winning schools used informal structures over formal ones From: Morningstar & Bassett (2007). Developing Systems of Professional Development in Transition: Resources & Strategies. 20

21 Mix Formal and Informal Example DIY training resources: documents & materials, videos, voice-over PowerPoint Interactive workshops: information, assess practice, activities, resources, how to, plan Site visit Train-As-You-Review Peer support: to respond to questions such as How do you..? 21

22 Examples of PD for Transition: Process, Content & Activities State and local interagency teams (e.g., Pennsylvania; Arizona, WI, Kansas) Regional networks of training and TA (e.g., ID, MO, NM, NY, NC, OH, RI, SD, VA, WI) LEA transition mentors/liaisons (e.g., ID, MO, WI, KS, NY) Ongoing program evaluation & action planning (e.g., Predictor Implementation School/District Self-Assessment, Quality Indicators of Transition Needs Assess, transitonprogramtool.org) Adapted from: Morningstar & Bassett (2007). Developing Systems of Professional Development in Transition: Resources & Strategies. 22

23 Examples of PD for Transition: Process, Content & Activities Parent transition liaisons (e.g., MPACT, PACER, WI) State transition institutes + post-institute follow up (e.g., AR, CO, KS, OK, RI, SC, UT, etc.) Communities of Practice (e.g., Missouri CoP; Idaho CoP; transition facilitators meetings; states from Transition CoP) Adapted from: Morningstar & Bassett (2007). Developing Systems of Professional Development in Transition: Resources & Strategies. 23

24 Your Turn Describe your formal & informal learning structures What do they look like? Regionally Collaborating partners Use of mentors/coaches/peers Workshops Other 24

25 Your Turn What and how has TA/PD been provided regarding transition education and services Statewide? Regionally? District? Local? What standards, competencies or endorsements for transition professionals are in place in your state? 25

26 Your Turn What resources do you have for providing ongoing professional development? (staff, TA Centers, RRCs, IHEs, SIGs/SPDGs, online resources ) 26

27 Share Action Briefly share your current status regarding your system of PD? What s missing/needed? Identify one next step for your structure for professional development 27

28 Meeting the Needs 28

29 What: High Quality Content Based on goals/priorities of needs assessment Appropriate content/activities for deeper learning Basic guidance information/documents Workshops on specific topics Train the Trainer materials Coursework & seminars Online Learning 29

30 Bloom s Taxonomy From:

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32 Content Considerations Basic guidance documents/materials Examples, stories, vignettes, videos, IEPs Activities for learning (like stations ) Discussion questions Video 32

33 Content Considerations (continued) Materials (brochures, assessments, curriculum, student products, games, lesson plans, videos, other instructional materials, how-to guides, toolkits, etc.) Repurpose as much as possible Build learning experiences around content 33

34 Sample Resources CA: Secondary Transition Basics Guide CO: Transition Toolkit Online training modules: PA: Online Guide - Multiple Audiences VT : Secondary Transition Website - various documents and guidance 34

35 Online Resources NTACT Lesson Plan Starters Webinars Online Modules Teaching Materials 35

36 GAMES 36

37 Vignettes, Sample forms, Models 37

38 Materials Review 38

39 Examples GA: trained coaches through 6, 2-week online seminars; included resources to use with LEAs MO: Workshop f2f presentation was also a train-the-trainer for regional trainers VA: provided multiple 3-week seminars for rural middle school teachers focused on MPGs, assessments, student/family involvement 39

40 Your Turn Describe your mechanisms for delivery of PD/TA Workshops/seminars Curriculum/instructional materials Vignettes, videos Student products/portfolios Online opportunities Other 40

41 Share Action Briefly share your current status regarding high quality training content What s missing/needed? Identify one next step for your delivery mechanisms for professional development 41

42 Evaluation Helps answer these questions: - How is our target audience benefitting? - Are we reaching our target audience? - Is the content meeting the need? What should be changed? - What new needs have been identified? - What changes should be made to the PD system? (What should we keep? Let go?) - Are we improving outcomes? 42

43 Levels of Evaluation 1. Satisfaction 2. Participant Knowledge 3. System Change 4. Application/ Implementation 5. Student Level in and post-school outcomes 43

44 Examples QUANTITATIVE Demographics (role, rural/urban/suburban, school, disability population) Satisfaction Knowledge gain (learning objectives) Skills gain (learning objectives) Relevance to their transition work QUALITATIVE Best part of PD session Suggested improvements ADDITIONAL PD NEEDS Quantitative of qualitative Feedback loop for ongoing needs especially helpful from practitioners 44

45 Resources NTACT Evaluation Toolkit NTACT Transition Institute Toolkit evaluations 45

46 Your Turn Describe your system of evaluation for PD/TA What does it look like? How do you evaluate the effectiveness of your PD? Qualitatively? Quantitatively? Resources available Mechanisms for evaluation Evaluation and continuous improvement Other 46

47 Share Action Briefly share your current status What s missing/needed? Identify one next step for evaluating your systems of professional development 47

48 What s YOUR system of PD/TA? Overall, what do you currently have in place? What s working? What s not working? How might you enhance your current system? Think-Pair-Share 48

49 Your Gear Who else should be in YOUR SQUAD? Identify those things that ALIGN and can help build/extend a PD system What s doable and meaningful now? What essential pieces of gear do you need? Planting seeds..systems change slowly, steadily 49

50 What s NEXT? While this is all still fresh, what additional information, examples, resources, etc. do you need in order to improve the capacity for your state to provide PD for transition youth? 50

51 What Will You Do? List 2 things you will do to improve your systems for delivering sustained, highquality professional development for transition in your state 51

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53 Invites You to Explore our website: Sign up for our listserv: Follow us on Facebook : at transitionta and on Twitter : at transitionta and on Pinterest : at transitionta Contact us: ntactmail.@uncc.edu

54 Thank you! Please contact us: Dana Lattin Caroline MaGee Catherine Fowler 54