Focus First On Outcomes

When planning change, improved student learning is the ultimate goal

“We’re trying to determine what to do to gain expertise in developing students’ understanding of fractions,” 3rd-grade teacher Jose said to the teachers in his professional learning community. “We’ve studied multiple sources of achievement data endlessly, so let’s decide what the data tell us and identify where and why our kids are performing so poorly.” “What do we need to do to be able to teach fractions, as defined by the core math standards? Is there something that we need to learn?” Bertha Mae asked. Thomas said, “We have invested several professional learning community sessions in studying, analyzing, and interpreting student data. We’ve talked a lot, but now it’s time to make a decision on what we need to do about our 3rd graders’ lack

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Authors

Janice Bradley, Linda Munger, and Shirley Hord

Janice Bradley ([email protected]) is a research assistant professor at New Mexico State University. Linda Munger ([email protected]) is a senior consultant for Learning Forward. Shirley Hord ([email protected]) is Learning Forward’s scholar laureate.

Logic model as a road map to reach intended goal

What do you want to accomplish?

Goal statement (intended results for students): By end of school year, 3rd-grade students will increase their understanding of fractions and be able to precisely articulate their understanding of fractions as a result of teachers learning how to effectively teach fractions.

ResourcesTime, materials, people	Processes/activitiesProfessional learning	Educator learning outcomesChanges in educator knowledge, skills, and dispositions	Educator practice outcomesChanges in educator practice	Intended results for studentsChanges in student results
Professional learning community sessions. Math specialists (school, district).	Meet in professional learning community sessions. Study, analyze, and interpret student data. Review the research on how to teach students to understand fractions. Interact with math specialists.	Increased knowledge and skills in teaching students how to develop understanding of fractions. Recognition of the value of teaching fractions.	Implementation of effective teaching strategies to increase students’ understanding of fractions. Demonstration of enhanced content knowledge when teaching fractions.	Evidence showing students’ increased understanding of fractions. Increase in the number of students scoring proficient or higher on fractions.

Theory of change: Relationship between professional learning and student results

theory-of-change

When professional learning is standards-based, it has greater potential to change what educators know, are able to do, and believe.
When educators’ knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use to adapt their practices to meet performance expectations and student learning needs. These changes in educator knowledge, skills, and dispositions are stated as learning outcomes.
When educator practice improves, students have a greater likelihood of achieving results. These changes in educator practice are stated as practice outcomes.
When student results improve, the cycle repeats for continuous improvement.

Source: Learning Forward, 2011, p. 16.

References

Dweck, C. (2007). Mindset: The new psychology of success. New York, NY: Ballantine Books.

Killion, J. (2008). Assessing impact: Evaluating staff development (2nd ed.). Thousand Oaks, CA: Corwin Press.

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.

Lindsey, D.B., Lindsey, R.B., Hord, S., & von Frank, V. (2015). Reach the highest standard in professional learning: Outcomes. Thousand Oaks, CA: Corwin Press & Learning Forward.

Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving learning for all students. Thousand Oaks, CA: Corwin Press.

Mazur, E. (2012). The scientific approach to teaching: Research as a basis for course design. Keynote presented at the 2012 Association for Learning Technology conference at the University of Manchester, United Kingdom.

McCawley, P. (n.d.). The logic model for program planning and evaluation. Moscow, ID: University of Idaho. Available at www.cals.uidaho.edu/edcomm/pdf/CIS/CIS1097.pdf.

Mercer, N. (2000). Words and minds: How we use language to think together. New York, NY: Routledge.

Learning Forward

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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.

Categories: Implementation, Outcomes

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