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Educational, School, and Counseling Educational, School, and Counseling Psychology Faculty Publications Psychology

5-2014

Planning Professional Learning

Thomas R. Guskey University of Kentucky, [email protected]

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Repository Citation Guskey, Thomas R., "Planning Professional Learning" (2014). Educational, School, and Counseling Psychology Faculty Publications. 15. https://uknowledge.uky.edu/edp_facpub/15

This Article is brought to you for free and open access by the Educational, School, and Counseling Psychology at UKnowledge. It has been accepted for inclusion in Educational, School, and Counseling Psychology Faculty Publications by an authorized administrator of UKnowledge. For more information, please contact [email protected]. Planning Professional Learning Notes/Citation Information Published in Educational Leadership, v. 71, issue 8, p. 10-16.

Copyright © 2014 Thomas R. Guskey

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This article is available at UKnowledge: https://uknowledge.uky.edu/edp_facpub/15 Gusky.indd 10 4/7/14 3:17 AM Planning Professional Learning

With backward planning, schools can ensure that they choose professional development activities aligned with their most important goals.

Thomas R. Guskey

ne of my favorite films is The Emperor’s Club, starring Kevin Kline as Mr. Hundert, the Western Civilization teacher at St. Benedict’s Academy. In the film’s opening scene, the headmaster of the school stands before the assembled student Obody explaining the meaning of the school motto, Finis Origine Pendet: The End Depends Upon the Beginning. “What you accomplish in life and the significance of your contribution,” he counsels, “will depend largely on what you do here. How you begin determines what you will achieve.” As the film unfolds, we see this poignant message revealed in the lives of the students. What they do at the school and the relationships they develop powerfully affect the kind of persons they become and the nature of the lives they even- tually lead. In the end, we realize that Finis Origine Pendet is the film’s central message.

©Andrew Baker / Ikon Images

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Gusky.indd 11 4/7/14 3:17 AM The same is true of professional consultants and adept entrepreneurs The Activity Trap learning for educators. What it accom- more concerned with what sells than When planning their lessons, many plishes and the significance of its with what works to improve student teachers become ensnared in a familiar contribution depend largely on how learning. Seduced by dynamic presen- trap: They concentrate on planning it begins. This holds true not only tations and jazzy technology, desperate what they are going to do and what for traditional forms of professional school leaders jump onto education resources they will need. Their plans learning—seminars, study groups, bandwagons, committing scarce focus on activities, such as differ- workshops, conferences, mentoring, resources to strategies and programs entiated instruction, project-based coaching, and so on—but also for based more on wishes and promises learning, creative applications of tech- “new” forms that include face-to- than on solid evidence of ­effectiveness. nology, and hands-on strategies. The face or online professional learning Others counter that education resources they think about include communities, teacher exchanges, researchers are at least partially to materials, time, classroom arrange- bug-in-the-ear coaching, data teams, blame. They argue that the research ments, and technology requirements. individualized improvement plans, community has failed to offer useful Those who plan professional and unconferences. The effectiveness guidelines for “best practice” that learning experiences often do exactly of any professional learning activity, would help improve the quality and the same thing. They plan for pro- regardless of its content, structure, or effectiveness of professional learning cesses, not for results. They ensure that format, depends mainly on how well it is planned.

A Mixed History For decades, schools have Unlike many fields that have a history of steady improvement built on a con- implemented professional tinually expanding knowledge base, professional learning for educators has a mixed history at best. Sure, we learning not knowing exactly have occasional success stories based on anecdotal evidence. Case studies what they hoped to accomplish. here and there depict experiences that participants considered “effective” because these experiences offered activities. Even rigorous studies of the activities in which participating useful ideas or were relevant to their programs designed to include the ele- teachers will engage are job-embedded, on-the-job responsibilities. What we ments researchers have identified as contextually relevant, and perhaps do not have, however, is strong and essential to effectiveness—including based on results from the most recent convincing evidence from activities inquiry-oriented learning approaches, teacher-needs survey. What’s lacking is and programs implemented in diverse a strong content focus, collaborative a clear notion of the purpose of those contexts that resulted in better practice leadership, and coherence with school activities. Why are we doing this? and improved student learning (see curriculum and policies—have yielded What do we hope to accomplish? Hill, Beisiegel, & Jacob, 2013; Yoon, disappointing results (see Garet, Planning in this way is like choosing Duncan, Lee, Scarloss, & Shapley, Porter, Desimone, Birman, & Yoon, the route for a journey before deciding 2007). 2001; Penuel, Fishman, Yamaguchi, & on the destination. The route is Some critics argue that this lack of Gallagher, 2007). As a consequence, important, of course, and numerous strong evidence stems from a general practitioners flounder in their efforts factors come into play when making absence of purpose (Frechtling, Sharp, to develop high-quality professional that choice. You must decide, for Carey, & Baden-Kierman, 1995; learning activities. example, what means of travel will be Guskey, 2003). For decades, schools One thing on which all groups most efficient or enjoyable, how much have implemented professional agree is that professional learning time is available, and what to see along learning not knowing exactly what experiences, whether group-oriented the way. But if your goal is to reach a they hoped to accomplish. Without a or individually structured, are rarely particular destination, decisions about specific purpose to guide their experi- well planned. Consequently, they lack the route must come after identifying ences, they often fall prey to clever purpose, cohesiveness, and direction. that destination.

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Gusky.indd 12 4/7/14 3:14 AM The format and content of profes- sional learning activities are vitally important and must be thoughtfully addressed. But just as you must decide a journey’s destination before you can determine the best route, you must clarify the goals you want to achieve in terms of better educator practice and improved student learning before you can judge the value, worth, and appropriate­ness of any professional A Backward Planning Case Study learning ­activity. Teachers in Springfield High School find that some students do not prepare adequately for formative assessments when they know they’ll be offered A Better Approach: a chance to retake the assessments. The teachers believe this lack of Planning Backward preparation leads to students’ poor performance on both the formative In the past, I’ve written about five assessments and subsequent summative examinations. crucial levels of evidence to con- When they discuss the problem in their professional learning community, sider when evaluating professional the teachers discover that none of them has found a satisfactory solution. They develop­ment activities: (1) par- pose the problem to a Twitter chat group and an online professional learning ticipants’ reactions to the activities, community and receive differing responses, many of which recommend (2) participants’ learning of new negative consequences for students who perform poorly on the initial knowledge and skills, (3) organiza- assessment (for example, limiting the grade students can attain on the second tional support and change, (4) par- assessment, permitting a second assessment only occasionally and at the ticipants’ use of new knowledge teacher’s discretion, or making the second assessment more demanding). and skills, and (5) student learning Finally, they turn to research on the topic and find strong evidence that offering outcomes (Guskey, 2000, 2002). The rewarding, challenging enrichment activities for students who do well on an levels are ordered from simple to more initial assessment can enhance students’ motivation. complex. Because each level builds on With extra time for planning provided by their administration, the teachers those that came before, success at one explore a variety of resources for viable enrichment activities and find many level is necessary for success at each options among materials prepared for students considered gifted and talented. higher level, and no level should be Several teachers experiment with various forms of enrichment, conduct action neglected in the evaluation process. research, and discover amazing success with several approaches, especially when students are allowed to choose or develop their own enrichment When it comes to planning profes- activities. Not only do the teachers see improvement in students’ motivation, sional learning, the order of these but they also note significant gains in students’ performance on both formative levels must be reversed. In other assessments and cumulative summative examinations. words, because our primary goal is to The teachers share their successes with colleagues in their own improve student learning outcomes, professional learning community and report back to the Twitter chat group planning must begin with clarifying and online professional learning community. They also present their results at those outcomes. This means we must a regional teachers’ conference and prepare a short article on what they did plan backward, beginning where for a teacher magazine, imparting their ideas to a broad audience of teacher we want to end and then working colleagues who will use those ideas to enhance the learning of their students. our way back to the processes that In this case, the teachers started with a goal based on student learning will get us there (Guskey, 2001; outcomes and planned backward. They used a systematic approach to Hirsh, 2012). The order of steps professional learning that helped them find a workable solution. They acquired for professional learning planning the necessary organizational support, developed the knowledge and skill they thus becomes (1) student learning needed through various activities, and gathered meaningful evidence on the outcomes, (2) new practices to be effectiveness of their solution. Finally, they shared what they learned with the implemented, (3) needed organiza- larger professional community. tional support, (4) desired educator knowledge and skills, and (5) optimal Author’s note: Springfield High School is a pseudonym. professional learning activities.

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Gusky.indd 13 4/7/14 3:17 AM 1. Desired Student Learning Outcomes professional learning activities. Those Before thinking about the format and in education service agencies and state content of any professional learning or district offices, for example, often experience, we must first consider the indicate they are too far removed from specific student learning outcomes we classroom interactions to expect their want to attain and what evidence will efforts to consistently reach that level. best reflect those outcomes. As Covey Because of this distance, they should (1989) stressed, we must “begin with only be accountable for providing evi- the end in mind.” dence that the professional learning These decisions require careful activities they plan and coordinate analysis of current student improve educators’ knowledge and achieve­ment data. Results from large- skills. scale assessments, common formative But if these professional learning assessments, and individual classroom activities increase educators’ assessments can show areas where knowledge and skills but result in no students might be struggling. School change in school or classroom practice records can identify behavior problems and no improvements in student related to attendance or discipline. learning, would we consider these Classroom observations and discus- activities successful? In almost every sions with students often help pin- instance, the answer is a resounding point areas of concern. Interviews with “No!” So even at these levels, planning teachers, focus groups, or discussions needs to begin with discussions of with professional learning commu- specific feedback on their writing and intended effects on student learning. nities (DuFour, 2004) are especially targeted assistance in making improve- valuable when identifying persistent ments. Teachers in the other school 2. New Practices to Be Implemented trouble spots that we need to address decide to explore whether adopting The next step in planning professional to help all students master complex these practices will make a difference. learning is to decide what instructional concepts and skills. It can sometimes prove tricky to practices and policies are most likely Planners can gain additional decide what evidence best reflects to produce the student learning out- insights by analyzing the perfor- achievement of student learning out- comes we want. At this stage we need mance of subgroups of students, in comes, because not everyone trusts to ask questions such as, How do we particular the learning progress of the same evidence (Guskey, 2012). know these particular practices and students of different socioeconomic Research indicates that the perspec- policies will produce the results we backgrounds, ability levels, language tives of administrators and teachers hope to achieve? How good or reliable experiences, ethnicities, races, and can differ significantly on this point. is that evidence? Was it gathered genders. Looking at differences among Administrators tend to perceive in contexts similar to ours? Is it the classrooms and between schools nationally normed standardized assess- kind of evidence we consider most often yields new understandings of ments, state assessments, and district important?­ problem areas as well. For example, assessments as more valid indicators In deciding what new practices to suppose that state assessment results of student learning than teachers implement, we must be particularly in two neighboring schools show that do. Teachers grant more validity cautious of popular instructional inno- students in one of the schools have to classroom assessment results, vations that are actually more opinion- difficulty constructing descriptive or classroom observations, homework based than research-based. We need persuasive essays. In conversations completion and quality, and students’ to be willing to challenge consultants that professional learning planners class participation and behavior than who preface their statements with the facilitate among the faculties from the administrators do (Guskey, 2007). phrase, “Research says . . .” by asking, two schools, teachers discover that Therefore, it is usually best to consider “What research?” And we should the higher-scoring school’s formative multiple sources of evidence. expect detailed answers with specific assessments include items that require Some educators contend that citations that we can verify. extended written responses in all improving student learning outcomes Most important, we must rec- subject areas and that students receive represents too lofty a goal for many ognize that trustworthy research is

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Gusky.indd 14 4/7/14 3:14 AM unlikely to come from blogs, news- ­prescribed practices and policies well. paper articles, Google searches, or In other words, what must educators social media sources like Twitter or know and be able to do to successfully Facebook. Instead, we must look to implement the new practices and bring credible sources of research, such as about the sought-after improvements the Education Resources Information in student learning? Center (ERIC), an online library of Determining the needed knowledge education research and information If your goal is to and skills requires consideration of sponsored by the U.S. Department both the what and the why of profes- of Education’s Institute of Education reach a particular sional learning. Participants must Sciences, or JSTOR (short for Journal develop sufficient depth in their Storage), a digital library of academic knowledge of new practices so that journals, books, and primary sources. destination, decisions they can adjust these practices to fit Look specifically for publications that the nuances of their particular context are refereed, meaning that experts in about the route must while maintaining program fidelity. At the field have reviewed the articles and the same time, they must understand judged them as sufficiently rigorous come after identifying the rationale behind the change. to yield trustworthy results. Journals For example, planners may decide of the American Educational Research that student learning in all subject Association, particularly Review of that destination. areas could be improved by having Educational Research and Review of teachers offer more specific and more Research in Education, can be especially new practices in the absence of evi- prescriptive feedback to students on valuable. Before jumping on any edu- dence that what they’re doing makes classroom assessments. Extensive cation bandwagon and committing a positive difference. Therefore, it’s research shows that better feedback scarce time and resources to it, we important to build some mechanism helps students learn from their mis- must make sure that sound evidence into the implementation process to takes, remedy the errors they have validates our chosen approach. show teachers that these new practices made, and become more self-regulated are working. learners (Hattie & ­Timperley, 2007). 3. Needed Organizational Support The most valuable feedback to To use this strategy successfully, After identifying the desired prac- teachers is regular, specific, and however, teachers must know how to tices and policies, we need to ensure based on trusted measures of student construct high-quality assessments, that we put in place the organiza- learning. Because teachers have the how to provide prescriptive feedback tional supports that are necessary to most confidence in evidence they to students, how to engage students in implement them well. Many valuable gather themselves, results from effective corrective activities following improvement efforts fail miserably classroom formative assessments assessments, and how to provide because of a lack of active partici- provide an ideal feedback source. students with a second chance to pation and clear support from school Classroom observations by school demonstrate what they have learned. leaders (Guskey, 2004). Others prove leaders, coaches, or fellow teachers can In addition, teachers need guidance ineffective because schools have not offer another excellent resource. Even and direction on how to implement provided the resources required for if the change is uncomfortable at first these strategies in practical, time- implementation. Even the best profes- and requires extra work, most teachers efficient ways in specific classroom sional learning experiences will be will continue their implementation ­environments. ineffective if teachers don’t have the efforts if they see positive student time, funding, instructional materials, results. 5. Optimal Professional or necessary technology to use their Learning Activities new knowledge and skills. 4. Educator Knowledge and Skills Only after making all of these other Another essential but often With the issues of organizational crucial planning decisions should we neglected aspect of organizational support addressed, professional turn our attention to the question, support is feedback to teachers on the learning planners must decide what What set of experiences will best results of their efforts. Teachers are specific knowledge and skills edu- enable participants to acquire the reluctant to persist in implementing cators need in order to implement the needed knowledge and skills?

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Gusky.indd 15 4/7/14 3:14 AM ­Seminars and workshops can be a highly effective means of sharing information and expanding edu- What professional cators’ knowledge and skills, espe- cially when paired with collaborative development accomplishes planning, structured opportunities for practice with feedback, and follow-up coaching. Action research projects, depends on how it begins. organized study groups, collegial exchanges, professional learning High-quality professional learning Guskey, T. R. (2003). Scooping up meaningful evidence. Journal of Staff communities, online services, and a is the foundation on which any Develop­ment, 24(4), 27–30. wide range of other group and indi- improvement effort in education must Guskey, T. R. (2004). Organize principal vidual activities can also be effective, build. But to be successful in those support for professional development. depending on our identified goals for efforts we must plan backward, Journal of Staff Development, 25(3), 8. student learning. beginning with the student learning Guskey, T. R. (2007). Multiple sources of evidence: An analysis of stakeholders’ outcomes we want to affect. From perceptions of various indicators of The Benefits of there we can consider what new prac- student learning. Educational Mea- Backward Planning tices and policies can be implemented surement: Issues and Practice, 26(1), It should be evident that the decisions to achieve those goals, the organiza- 19–27. we make at each level of this profes- tional support required, the Guskey, T. R. (2012). The rules of evi- dence. Journal of Staff Development, sional learning planning process pro- knowledge and skills educators must 33(4), 40–43. foundly affect those we make at the have, and optimal professional Hattie, J., & Timperley, H. (2007). The next level. For example, the particular learning activities that will help them power of feedback. Review of Educational student learning outcomes we want gain that knowledge and skills. Our Research, 77(1), 81–112. to achieve directly influence the kinds success in the end will depend on how Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development of practices and policies we need to we begin. EL research: Consensus, crossroads, and implement. Likewise, the practices and challenges. Educational Researcher, policies we decide to implement have References 42(9), 476–487. a direct bearing on the kinds of orga- Covey, S. R. (1989). The seven habits of Hirsh, S. (2012). Student outcomes are nizational support or change required, highly effective people. New York: Free the driving force behind professional and so on. Press. learning decisions. Journal of Staff Develop­ment, 33(5), 72. The context-specific nature of this DuFour, R. (2004). What is a “professional learning community”? Educational Penuel, W. R., Fishman, B. J., Yama- work complicates matters further. Leader­ship, 61(8), 6–11. guchi, R., & Gallagher, L. P. (2007). Even if professional learning planners Frechtling, J. A., Sharp, L., Carey, N., & What makes professional development agree on the student learning out- Baden-Kierman, N. (1995). Teacher effective? Strategies that foster cur- comes they want to accomplish, what enhancement programs: A perspective on riculum implementation. American Edu- cational Research Journal, 44, 921–958. works best in one context with a par- the last four decades. Washington, DC: National Science Foundation. Yoon, K. S., Duncan, T., Lee, S. W., ticular community of educators and a Garet, M. S., Porter, A. C., Desimone, L., Scarloss, B., & Shapley, K. L. (2007). particular group of students might not Birman, B. F., & Yoon, K. S. (2001). Reviewing the evidence on how teacher work equally well in another context What makes professional development professional development affects student with different educators and different effective? Results from a national sample achievement (Issues and Answers Report, students. This is what makes devel- of teachers. American Educational REL 2007—No. 033). Washington, DC: Research Journal, 38(4), 915–945. U.S. Department of Education, Institute oping examples of truly universal “best Guskey, T. R. (2000). Evaluating profes- of Education Sciences. practices” in professional learning so sional development. Thousand Oaks, CA: difficult. What works always depends Corwin. Copyright © 2014 Thomas R. Guskey on where, when, and with whom. But Guskey, T. R. (2001). The backward if we begin with the end in mind and approach. Journal of Staff Development, 22(3), 60. Thomas R. Guskey (Guskey@uky​.edu) plan backward, we can take many of Guskey, T. R. (2002). Does it make is professor in the Department of Edu- those context-specific elements into a difference? Evaluating profes- cational, School, and Counseling Psy- consideration, making success much sional develop­ment. Educational chology, College of Education, University more likely. ­Leadership, 59(6), 45–51. of Kentucky, Lexington.

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