SPOTLIGHT ON THE NORTH CAROLINA PROFESSIONAL DEVELOPMENT STANDARDS
MODULE 2: THE PROCESS STANDARDS
Process standards establish expectations for the design and delivery of staff development by enumerating what is known about effective adult learning in schools. These standards establish quality indicators for adult learning for those who design, deliver, and monitor staff development programs.
How learning experiences are structured influences their effect as much or more than their content. Adult learning experiences must be collaborative, be meaningful, be embedded within the workday, incorporate multiple models of learning, and address the stages of change.
These adult learning experiences should be structured so they model the expectations of what teachers should do with students in their classrooms.
There are six process standards: Data-Driven, Evaluation, Research-Based, Design, Learning, and Collaboration. Look at each and consider the implications for schools, districts, and Department of Public Instruction personnel.
- Data Driven: Professional development that improves the learning
of all students uses disaggregated student data to determine adult learning
priorities, monitor progress, and help sustain continuous improvement.
Questions for Thought- What are the benefits and the possible costs related to analyzing (aggregating, disaggregating) student data?
- What data should be analyzed as the basis for planning and evaluating professional development?
- Evaluation: Professional development that improves the learning
of all students uses multiple sources of information to guide improvement
and demonstrate its impact.
Questions for Thought- What data should be collected and by whom as part of the evaluation of professional development?
- Who should be involved in the review and analysis of evaluation data?
- How might evaluation data collected by agencies such as the Department of Public Instruction be better collected and utilized?
- Research-Based: Professional development that improves the learning
of all students prepares educators to apply research to decision making.
Questions for Thought- Define in your own words the term ‘critical consumer of research.’
- How might this standard ‘look’ in action in a school or district?
- What should the role of a state agency such as the Department of Public Instruction be related to this standard?
- Design: Professional development that improves the learning of
all students uses learning strategies appropriate to the intended goal.
Questions for Thought- Consider various designs for professional development such as action research, critical friends, case discussions, classroom walk-throughs, and others. What are the benefits of each?
- Identify pros and cons to providing choice for adult learners particularly those in a school.
- How might technology provide additional options related to this standard?
- Learning: Professional development that improves the learning
of all students applies knowledge about human learning and change.
Questions for Thought- Michael Fullan has coined the term ‘implementation dip.’ What does that term mean in your own words?
- How might you respond to an education leader who fears change (specifically the ‘implementation dip’) because of the high stakes accountability system we function in?
- Collaboration: Professional development that improves the learning
of all students provides educators with the knowledge and skills to collaborate.
Questions for Thought- What knowledge, skills, attitudes, and behaviors need to be developed in order for true collaboration to occur?
- What professional development might a school leader need to facilitate a culture of collaboration?
- How can an external provider of professional development (e.g. a Department of Public Instruction consultant) facilitate this standard?
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