Professional Development Design

Professional Development Design Pauline Vallejos College of Education Grand Canyon University EDU 588 Curriculum and Instruction Capstone DR. Webb October 23, 2024

Presentor notes

Just as we know there is no one-size-fits all in our student's education this is not a one-size-fits all professional developnment and pre-assessment data was used to better inform, plan, and decide (Johnson, 2015).

Today's Agenda

• Based on a scale of 1-5, 5 being most essential and 1 being least.

• Behavior and support tools came out as voted most essential.

• Green, purple and grey are listed in order as needs.

Professional Needs Survey Breakdown

Presentor notes

1Understand that behavior is a form of communication and gain preventative strategies in bahvior management through discussion and learning activities.Ex: Role playing Enforceable statement practice Reflection

3Collaboration and next step goals (continued work as job-embedded professional developement in our work day

2Developing positive connections and relationships (Three Rs)

Topics and objectives for today

Presentor notes

Think about the person who had the greatest impact on you, that is the one you respect the most. What allowed you to feel this way? What is one word that would describe your interactions with this person?

Presentor notes

Behavior. 2024. In Merriam-Webster.com Retrieved October 22, 2024, from https://www. merriam-webster.com/dictionary/behavior

1. Conduct 2. Manners 3. Treatment of others 4. Any action by a living organism (anything we say or do).

What is behavior

Presentor notes

J. Ferrell, personal communication, 7/22/2024

• Behavior is purposeful.
• Behavior has a function.
• Behvior is communication.
• Behavior is environment specific.
• Behavior occurs in patterns.
• Past behavior is the best predictor of future behavior.
• Misbehavior is a symptom of an underlying cause.
• Behavior can be changed.

** Pair share: Which of these statements resonates with you or challneges your thinking about behavior?

Principles of behavior

Students who are struggling academically may be acting out behaviorally and vice-versa. WIth a focus on postive behavior academics can rise.

More instruction time aiming for more joy in the lesson to hopefully have some or more fun.

Less stress because you are waisting less time getting the kids to follow directions.

Presentor notes

Best tier one support for prevention.

Targeted goals to individualize and differentiate our supports for behavior just as we do for academic instruction.

Creating a manageable and postive classroom environment for greater learning.

How does understanding behavior, building connections, and next step goals for implementation contribute to our knowledge and skills for greater classroom improvement both academcialy and behaviorally ?

Jason Ferrell, personal communication, 7/22/2024

• Behavior is strengthened or weakened by its consequences.
• If a behavior increases (in frequency or intensity), IT IS being reinforced by someone or something.
• Problem behaviors compete with appropriate behaviors and often win because they are more efficient and/or effective.
• The only behavior we can control is our own.
• We must change our behavior in order to change that of others.
• In order to reduce problem behaviors, we must reinforce an appropriate behavior that is more efficient and/or effective.

** Pair share: Which of these statements resonates with you or challneges your thinking about behavior?

Principles of behavior continued...

Presentor notes

Hollie, S. (2012) Culturally and linguistically responsive teaching and learning.

Helpful strategies

* Students who feel mutual respect are more likely to be engaged in the daily classroom.

* Rapport with teachers can help develop stronger social skills.

* Students who have positive relationships with their teachers are more likely to achieve better academically.

Do you have the three Rs?

Rapport Teacher/student connection based on concern and care for one another.

Respect Earn it by validating and affirming students regularly

Relationship Teachers who have built relationships with students are trusted.

Learning activity for your classroom on the next page

Hollie, S. (2012) Culturally and linguistically responsive teaching and learning.

Hollie, S. (2012) Culturally and linguistically responsive teaching and learning.

Presentor notes

J. Ferrell, personal communication, 7/22/2024

Recognizing and acknowledging the communication and how I respond helps me manage my own behavior/response.

* What is he/she trying to communicate with me? * How am I responding to them? What are my verbal and nonverbal communcations telling the student? * How is he/she responding to me?

Let's practice...Think of a common classroom behavior and choose one with your team. Think about these questions in relation to the behavior and discuss them with your team. *When the timer goes off be ready to share..

00:00

Let's watch

Presentor notes

Fay, J., & Funk, D. (1995). Teaching with love & logic: taking control of the classroom. Golden, CO, Love and Logic Press.

More practice

Instead of: Lower your voice! I will listen to you as soon as your voice is calm.

Your Turn! Instead of: Line up for recess! I will____ when___

Instead of: Now is not the time to sharpen your pencil! I allow students to sharpen pencils when I am not giving instructions.

Enforceable statements: a way to communicate with your students what YOU the teacher will do or allow instead of directly telling them what to do.

Addressing and preventing power struggles

Enforceable statement

Fay, J., & Funk, D. (1995). Teaching with love & logic: taking control of the classroom. Golden, CO, Love and Logic Press.

Social contract example

Presentor notes

J. Ferrell, personal communication, 7/22/2024

• Consequences should be logical and natural

• Offer more consequences for positve behavior than negative. REfer to the social contract or other anchor chart supports.

• Delay the consequence if your do not know what to do in the moment or if your feeling emotions in the moment.

• "Bummer, I am going to have to do something about this, not now, later. Try not to worry about it."

• Loss of privilege

"I allow students to use markers when they can be responsible with materials. "

• Time out

"I allow students join us when they can have a calm body and follow directions. "

• Begin with the nonverbal warnings

The look A signal (A head shake) Walk towards the student while teaching (proximity)

• Empathy

Nonverbal (look sad) Verbal- lead with how they might feel.."This must be really upsetting."

• Enforceable statements

I will..I will be happy to...I allow_when_

• Get them thinking

Is this helping you What is your plan?

• Give logical choices

Would you like to?

Responding to minor misbehaviors

Presentor notes

What will this all look like??Following this professional development we will continue on to follow a job embedded format.. "Job embedded professional deveopment (JPED) refers to teacher learning that is grounded in day-to-day teaching practice with the intent of improving student learning (Darling-Hammond & McLaughlin, 1995; Hirsh, 2009).

Presenter's notes

Behavior Reflection sheets

Behavior and SEL: Tier 1: Supporting the 3 Rs

Love and Logic Enforceable statements for behavior response and prevention

Menu of Reinforcements for natural consequences strategy

REsources and materials

Presentor notes

Satisfaction survey

Thank you for your participation and attention. Please take a minute to complete this exit slip to begin our job embedded professional development within the workday. We will be reviewing these slips at our next PLC. I look forward to working with you all in support of you and our students.

How can traditional professional development strategies be enhanced to Benefit Teachers. (2024) Retrieved from Professional Learning Board. https://k12teacherstaffdevelopment.com/tlb/how-can-traditional-professional-development-strategies-be-enhanced-to-benefit-teachers/#:~:text=Conferences%20and%20Seminars:%20Conferences%20and%20seminars%20can,opportunity%20to%20apply%20what%20they%20have%20learned

Croft et al,. (2010) Job-embedded professional development, what it is, who is responsible, and how to it all done well. https://learningforward.org/wp-content/uploads/2017/08/job-embedded-professional-developemnt.pdf

Fay, J., & Funk, D. (1995). Teaching with love & logic: taking control of the classroom. Golden, CO, Love and Logic Press.

Hollie, S. (2012) Culturally and linguistically responsive teaching and learning. https://campussuite-storage.s3.amazonaws.com/prod/735103/5e2e7db8-b8d5-11e6-bf0d-22000bd8490f/2145811/790badd4-df50-11ea-942c-0aa5e1

Johnson, L. (2015), Using pre-needs assessment for effective PD. Edutopia. https://www.edutopia/org/blog/pre-needs-assessment-effective-pd-lisa-johnson

REferences

*Slide 19 has been edited to further point out the resources that can be referenced later if needed. This presentation will be shared via email and printed for note taking. The materials are listed and will be printed for participant use. This following the professional developemnt model of conferences and seminars that materials and activities address practical classroom issues and needs that give particpants an opportunity to apply and implment what they have learned and practiced (Traditional professional developement strategies, 2024)

* Based on professor and project feedback, slides 3 and 7 have been edited to more explicitly explain how this professional developement will improve participants skills to see improvement in the classroom and across the district as job embedded professional developement continues.

*Slide 17 has been edited to be a more strategic in setting a goal for the implementation of a new strategy learned in this professional developement. This learning activity is also a way to plan for the classroom, think ahead and seek support if needed.

* Based on conversations with participants I simplified, reordered, and adjusted several slides for conciseness and greater understanding. I revisited each slide to clean them up, edit, and make them more user friendly.

* Based on the satisfaction survey results I added in a video to slide 13 for more explicit examples of enforceable statements. In hopes that teachers can hear it again from another presenter for greater understanding to be further worked on in slide 14 that has been edited for an additional learning activity to futher practice changing common classroom sayings into enforceable statements. These practices are following the professional developement model of conferences and seminars ( Traditional professional developement strategies, 2024). Steps for the activity can be seen in the notes on slide 14.

* Slide 10 and 11 have been added in as both a resource and a learning activity. Teachers can use my example to create their own all about me slide. These slides can be used to support the behavior prevention strategy of building relationships and rapport with students. Slide 11 can be used by the teacher and be given to the students. Notes to the activity can be accessed here.

CHanges and enhancements based on feedback and survey

Review resources and materials used in this professional devleopment and the learning activities. Participants engaged in the activities earlier in this professional development and can take their work to implment it in the classroom, make copies of the materials and resources for their students, and further study with coaching provided. On the following slide, the exit slip activity can be used to take further notes of goal implementation and materials participants can request.

* Review my all about me slide * Brainstorm as a group what points we want to add or change. * Teachers and participants use the slide below, make a copy, or use a physical form to complete your own as an example for students and for them to get to know you. * Using this example of your own for the strategy of rapport and relationships to be implemented for students to create their own all about me slide and present it to the class.

Rapport and Relationships learning activity

Model classroom magement strategies such as using calming music during discussion. When the music stops teachers will be prompted to share out. Model using this learning activity that can be done in the classroom to give choice to students. Teachers can discuss verbally or write their response.

Use the timer to have teachers end their discussions and share their ideas for the next two slides. Continue to model mangement strategies that an be preventative in behavior. Guide teachers to begin to think about setting a goal for their class in relation to this professional developemnt. (next slide is an extension)

Refer to the Love and Logic book as a resource that can be used throughout this job-embedded professional development. We can use it to refer to through out our days working togther to find possible solutions. We can also coninue to use it on other PLCs when discussing our data.

Fay, J., & Funk, D. (1995). Teaching with love & logic: taking control of the classroom. Golden, CO, Love and Logic Press.

* After being introduced to the strategy of enforceable statements. Particpants will watch the video. * For planning and practice of implementation teachers will complete the practice worksheet with common classroom sayings and changing them into enforceable statements. *Particpants will be given extra time to come up with more on their own. * The reources and material along with this worksheet for this activity will also include the Love and Logic book where teachers can referece and use for further study if they choose this strategy as their goal.

Enforceable statements learning activity steps

At this time teachers can participate in the learning activity of working through scenarios of different behaviors the teachers bring up and responding to the questions. Understanding and know how to apply these strategies in the classroom.

Thank participants and allow time for collaboration or individual completion of the exit slip for next PLC meeting and completion of satisfaction suvey. The exit slip learning activity will be handed out and teachers will be given time to complete on their own or woth their grade level. Teachers will speciffically choose a strategy, answer reflection questions for implementation planning, and next steps for job further job embedded professional developement. * This learning activity will use the the worsheet to complete this digitally or physically. This activity is also following the professional developement model of, conferences and seminars where it is aligned to an ongoing development plan and adresses practical classroom needs (

Thank participants and allow time for collaboration or individual completion of the exit slip for next PLC meeting and completion of satisfaction suvey. The exit slip learning activity will be handed out and teachers will be given time to complete on their own or woth their grade level. Teachers will speciffically choose a strategy, answer reflection questions for implementation planning, and next steps for job further job embedded professional developement. * This learning activity will use the the worsheet to complete this digitally or physically. This activity is also following the professional developement model of, conferences and seminars where it is aligned to an ongoing development plan and adresses practical classroom needs (

Social Contract Guiding questions * How do you want to be treated by the teacher? *How do you think the teacher wants to be treated by the students? * How should we treat each other? *How should we handle problems that come between us?

Ask teachers what their thoughts are on this definition. Model mangement strategy of agree/disagree (stand up/sit down or thumb up or thumb down or moving to different sides of the room.

Can we see other improvements in other places by doing these things and understanding behavior as a form of communication? Continue to support in guiding the teachers to a goal for their classroom/grade level. How can I best come in and support you the teahcers? What do you think best fits your style and classroom? Coteach, coplan, model, observation...

Thank participants and allow time for collaboration or individual completion of the exit slip for next PLC meeting and completion of satisfaction suvey. The exit slip learning activity will be handed out and teachers will be given time to complete on their own or woth their grade level. Teachers will speciffically choose a strategy, answer reflection questions for implementation planning, and next steps for job further job embedded professional developement. * This learning activity will use the the worsheet to complete this digitally or physically. This activity is also following the professional developement model of, conferences and seminars where it is aligned to an ongoing development plan and adresses practical classroom needs (

After introduction breakdown the needs survey indicating this will be the beginning of our work together as a job-embedded professional development with the end goal of student improvement in behavior which will lead to academic success. Other topics can be addressed in the next coaching cycle if felt necessary.

What are your go to activities to build relationships and connections with you the teacher and students to students? Do you notice anything when being more intentional or can we be more intentional and notice the change? Notice the change emotional and academically, are there any other improvements we may see when being intentional.

Use the timer to have teachers end their discussions and share their ideas for the next two slides. Continue to model mangement strategies that an be preventative in behavior. Guide teachers to begin to think about setting a goal for their class in relation to this professional development. This learning activity is a model of reflection on ones own thoughts. Teachers can take this practice into their classroom as journal writing. (next slide is an extension)

Put emphasis on defining job-ebedded professional development to improve student achievement through quality instruction and support. This PD will continue to happen and will evolve as we grow stronger in our skills but will always remain student focused with collaborative work, lesson planning, and goals.

State the objective/goals for the day and next steps for creating a grade level or individual classroom goal to be focused on that this is practical for the teacher, to be motivated by relevance. Refer back to the needs assessment in creating this professional development. ** Begin to introduce the knowledge and strategies the participants will gain from this PD will will contribute to their overall classroom environement improvement which will also improve academics. Teachers will have a large tool box of beneficial resources and stategies.

If time allows practice different situations in which a consequence is needed. Practice what steps to take and what consequence can be delivered both positive and negative.

• Daily greeting and goodbye

• My Story project

• Student Survey

• Family Survey

Getting to Know your Students

More practice

Complete the practice page of turnig these common classroom sayings into enforceable statement. Add to the list.

• Keep your hands to yourself
• Quit arguing with me
• Please be quiet
• Sit down
• Get in line
• Get to work

All about me slide

Activity: Ways to build rapport and relationships Complete an all about me slide yourself Present it to your table Listen to others presentations ** When all have shared discuss how and when you can use this in your classroom as a way to build rapport and relationships.

Thank participants and allow time for collaboration or individual completion of the exit slip for next PLC meeting and completion of satisfaction suvey. The exit slip learning activity will be handed out and teachers will be given time to complete on their own or woth their grade level. Teachers will speciffically choose a strategy, answer reflection questions for implementation planning, and next steps for job further job embedded professional developement. * This learning activity will use the the worsheet to complete this digitally or physically. This activity is also following the professional developement model of, conferences and seminars where it is aligned to an ongoing development plan and adresses practical classroom needs (