VISUAL THINKING CHECKLIST

Professional Development Models

Site based professional development

Community of Learners

District Professional Development

Site based professional development is learning at the building level, and the learning is designed to respond to school wide goals and foci. Additionallly, this learning can impact the whole staff and is usually targeted to meet district and school wide goals (Fogarty & Pete, 2017).

District wide learning is one form of professional learning where an entire district experiences similair learning across various departments and building levels. This type of learning is less effective without ongoing learning and coaching (Fogarty & Pete, 2017)

Community of Learners, also known as an PLC, is a group of grade level, department, or content level teams that meet to plan, analyze data, and discuss next steps. Furthermore, these collaborative teams discuss instruction, common goals, data and exemplars (Serviss, 2022).

• Advantages
• multiple days of learning spread out during the school year
• when planned out strategically, it can have positive impacts to the entire system
• Disadvantages
• not as effective without accountabliity and coaching (Fogarty & Pete, 2017)
• not equitable training for all learners

• Advantages
• collaborative opportunities that allow for teachers to apply the learning directly into their practice
• high self efficacy with teachers, once teams become resourceful and self-directed

• Disadvantages
• without strong relationships and vulnerability, teachers may work against each other
• lack of sufficient time to run an effective learning community (Stewart, 2014).

• Advantages
• data and goal driven
• can be highly impactful if the building leaders and faciliators can ensure relevancy and support and buy-in from all stakeholders

• Disadvantages
• lack of funding for adequate training and resources
• poor facilitation and/or leadership

1. Think, Pair, Share: This offers individuals time to think independently and then pair up and share with a partner.

1. Thin Slicing: This is a protocol that can be used to sort through data to find exemplars and common trends in the data.

1. Reading a relevant article: Individuals can read a relevant article to jumpstart the learning and build knowledge
2. Poster Gallery Walk: Teams can share their thinking with other buildings. This can help teams share ideas and offer feedback

1. Parking Lot: Anchor chart paper that serves as a place for teachers and/or leaders to pose questions or comments to help leadd future learning topics.
2. Purposeful partners: teachers can be grouped into grade level/department teams or vertical teams depending on the task and purpose

Samantha R. McCoy EDU 585: Designing Effective Professional Development

Professional Development Models (Continued)

Individualized Learning Plan

Remote Professional Development

The individual learning plan model for professional development requires the learner to plot a course of learning opporutnities, which can also be used for renewal credits for professoinal licensure. This type of learning can be directly tailored to the learners needs, wants, and skills (Fogarty & Pete, 2017).

Due to the rapid inclusion of technology in today's society, remote professional development opportunities have been more on demand that years prior. Remote proessional development includes webinars or online professioal learning opportunity. On site remote professional learning is when a designated person to help facilitate interactions between the presenter and the learners (Forgarty & Pete, 2017).

• Advantages
• effective because the learner has high efficacy and motivation
• customized to individual's wants and needs
• Disadvantages
• not effective if individual lack's motivation
• most building leaders and/or district personnel approve individual professional learning opporunties

• Advantages
• allows for flexibility and differentiation based on needs
• relevant and applicable to current practices
• Disadvantages
• needs a designated individual to be the bridge between the learners and the faciliators
• Lack of technology and strong internet connections can hinder the learning opportunity

1. Curriculum training: Teacher can be trained during the implementation of a new curriculum.
2. Jamboard: Learners can share their thinking via Jamboard. This platform allows for learners to share their thinking on a guiding question or for assessment purposes.

1. Science of Reading webinar: Teachers can take an elective webinar around the science behind literacy and the five components of reading.
2. Chatrooms: Learners may comment in the chatroom to share their thinking, comment on the learning or ask questions.

References Fogarty, R., & Pete, R. (2017). From staff room to classroom (2nd ed.). SAGE Publications, Inc. (US). Serviss, J. (2022, May 13). 4 benefits of an active professional learning community. International Society for Technology in Education. https://iste.org/blog/4-benefits-of-an-active-professional-learning-community#:~:text=These%20learning%20communities%20also%20enhance,ownership%20of%20every%20child's%20education. Stewart, C. (2014). Transforming Professional Development to Professional Learning. Journal of Adult Education, 43(1), 28-33. https://lopes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/transforming-professional-development-learning/docview/1539790971/se-2

References Fogarty, R., & Pete, R. (2017). From staff room to classroom (2nd ed.). SAGE Publications, Inc. (US). Serviss, J. (2022, May 13). 4 benefits of an active professional learning community. International Society for Technology in Education. https://iste.org/blog/4-benefits-of-an-active-professional-learning-community#:~:text=These%20learning%20communities%20also%20enhance,ownership%20of%20every%20child's%20education. Stewart, C. (2014). Transforming Professional Development to Professional Learning. Journal of Adult Education, 43(1), 28-33. https://lopes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/transforming-professional-development-learning/docview/1539790971/se-2