Differentiated Staff Development: Real Change for Learning

1. Differentiated Staff Development: Real Change for Learning Julie Martinez & Tisha Uphoff Jefferson Elementary School Lindsay Unified School District

2. Welcome! • Please complete The Stages of Implementation Survey at your table. • We will refer to this survey later in the presentation.

3. Today’s Agenda Welcome and Introduction Research on Adult Learners Overview of Jefferson’s Differentiated Staff Development Step-by-Step Analysis of Differentiated Staff Development Model Discussion Debrief

4. Research on Adult Learners Implications for Trainers Findings Survey staff on needs, challenges and goals Learning is goal-oriented Provide opportunities for immediate implementation of newly acquired knowledge Information is applicable and useful Projects are engaging and reflect their interest Adults learn best when… Tailor staff development to the varying needs of staff (differentiation) Life experiences and knowledge is considered Provide on-going support and feedback Varying levels of education and confidence are considered Supply materials and resources for TM implementation and development

5. Differentiated Staff Development { New Staff Training Goal Setting For Year Staff Survey On Level Of Implementation & Use Of TM 2007-2008 School Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development

6. New Staff Training

7. New Staff Training

8. Differentiated Staff Development { New Staff Training Goal Setting For Year Staff Survey On Level Of Implementation & Use Of TM 2007-2008 School Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development

9. Goal Setting For Year Learning Goals: 1. Develop students’ Thinking Fluency 2. Use Academic Vocabulary to indicate the Cognitive Thought Process instead of map name 3. Develop Metacognitive Skills using the Frame of Reference and the Frame of Understanding for each map Action Plan: 1. “Rejuice” staff on Cognitive Thought Process for each map and Frame of Reference 2. Provide Differentiated Staff Development 3. Establish frequent two-way feedback

10. Goal Setting For Year Learning Goals: 1. 2. 3. Action Plan: 1. 2. 3.

11. Differentiated Staff Development { New Staff Training Goal Setting For Year Staff Survey On Level Of Implementation & Use Of TM 2007-2008 School Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development

12. Staff Survey On Level Of Implementation & Use Of TM

13. Staff Survey On Level Of Implementation & Use Of TM Level of Implementation Year of Implementation: 3rd Estimate of Implementation Level: *Refer to your Stages of ImplementationSurvey taken earlier *Use a numeral figure, percent, or fraction to estimate how many staff members are in each level.

14. Staff Survey On Level Of Implementation & Use Of TM Level of Implementation Year of Implementation: Estimate of Implementation Level: *Refer to your Stages of ImplementationSurvey taken earlier *Use a numeral figure, percent, or fraction to estimate how many staff members are in each level.

15. Staff Survey On Level Of Implementation & Use Of TM Level of Implementation Year of Implementation: 3rd Estimate of Implementation Level: *Refer to your Stages of ImplementationSurvey taken earlier *Use a numeral figure, percent, or fraction to estimate how many staff members are in each level.

16. Modified Learning Goals and Action Plan Learning Goals: *1. Move staff beyond Knowledge and Skills Levels 2. Develop students’ Thinking Fluency 3. Use Academic Vocabulary to indicate the Cognitive Thought Process instead of map name 4. Develop Metacognitive Skills using the Frame of Reference and the Frame of Understanding for each map Next Steps: 1. “Rejuice” staff on Cognitive Thought Process for each map and Frame of Reference 2. Provide Differentiated Staff Development 3. Establish frequent two-way feedback

17. Modified Learning Goals and Action Plan Learning Goals: 1. 2. 3. Next Steps: 1. 2. 3.

18. Differentiated Staff Development { New Staff Training Goal Setting For Year Staff Survey On Level Of Implementation & Use Of TM 2007-2008 School Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development

19. Staff Grouping According To Level Of Implementation Group Staff Administrative Approval Match Trainers To Groups

20. Differentiated Staff Development { New Staff Training Goal Setting For Year Staff Survey On Level Of Implementation & Use Of TM 2007-2008 School Year Staff Grouping According To Level Of Implementation Monthly Differentiated Staff Development

21. Monthly Differentiated Staff Development Session Preparation Trainee Goals & Interests Trainer Collaboration Communicate Expectations To Trainees Feedback System Formal & Informal Trainers To Trainees Trainees To Trainers Value Of Differentiation Trainees Learned More Disaster Strikes! Flexible Grouping Ideas For Sessions Strengths & deficiencies?

22. Ideas for Sessions Knowledge & Skills Make & Take Cognitive Domains Map Specific Activities Horizontal Transfer Gallery Walk Cognitive Domains Content Specific Mapping Standards Correlation Vertical Transfer Map/Content Specific Activities Frames Stacking Instead of Transitioning “Taking It Off The Map” Executive Control Frames Content Specific Activities “Taking It Off The Map” Standard-Based Lesson/Unit Planning

23. Tips for Success • Mistakes are inherent in the learning process. • Flexibility! Flexibility! Flexibility! • Learning varies by modality and time frame. • Peer collaboration enhances the learning process. • Adult Learners! (refer to Adult Learners Page)

24. Contact Information (soft copies or inquiries) • Julie Martinez jmartinez@lindsay.k12.ca.us • Tisha Uphoff lsuphoff@lindsay.k12.ca.us