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Connecting the Standards for Professional Learning
As the introduction to the Standards for Professional Learning states, “They are the essential elements of professional learning that function in synergy to enable educators to increase their effectiveness and student learning” (Learning Forward, 2011, p. 14).
| Standards | Learning Communities | Leadership | Resources |
| implementation The table at right highlights several questions that explore how the Implementation standard integrates with the other six standards. | • How are learning communities supporting members to implement new learning? • What additional learning occurs within learning communities to support, sustain, and refine implementation of professional learning in practice? • How are learning community members holding one another accountable for implementing professional learning? | • What can school and district leaders do to set expectations and create conditions that support full and faithful implementation of professional learning? • How do teacher leaders support their peers as they implement professional learning within their classrooms? • When implementation does not occur, what steps do leaders take to reverse this situation? | • What resources are allocated to support full implementation? • How are coaching services allocated to provide personalized implementation support to individuals and teams? • To what degree are resources reallocated to support full implementation? • What plan helps to sustain resources until full implementation occurs? |
As JSD examines each standard individually, we will also demonstrate the key connections between and among all seven standards.
| Data | Learning Designs | Implementation | Outcomes |
| • What data will provide evidence of educators’ implementation of professional learning? • What student data will provide evidence of implementation? • How will fidelity of implementation be evaluated? • What data will help to evaluate the degree of implementation of learning? | • How will the selection of learning designs influence the degree of implementation? • Which learning designs are more likely to promote implementation in which contexts? • Which learning designs are more appropriate for various levels of use, i.e. nonuser, novice, proficient, expert? | • How are expectations for implementation communicated to educators? • Who will provide support for implementation? • Who will provide feedback about implementation? • What data will be collected to monitor progress toward full implementation? | • What student learning outcomes will indicate that full implementation has been achieved? • What behaviors will educators exhibit when full implementation has been achieved? • How do the expectations for implementation align with educator performance standards? |
Components of Professional Development
| Knowledge | Skill | Transfer | |
| Theory: Presentation of information about theory or practice. | 10% | 5% | 0% |
| Demonstration: Opportunity to observe a skill or practice. | 30% | 20% | 0% |
| Practice/feedback: Opportunity to try a new practice with input and feedback. | 60% | 60% | 5% |
| Peer coaching: Ongoing support of implementation of practices. | 95% | 95% | 95% |
Implementation Dip
References
Fullan, M. (2001). Leading in culture of change. San Francisco: Jossey-Bass.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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