Content
Evidence-based materials, assembled as professional learning modules, were developed to provide a theoretical and applied understanding of eight important educational practices. Each individual practice has been demonstrated to improve teaching and learning (Hattie, 2012).
The nine practices of the DCI Content Framework are organized into key components: foundational educational practices, effective teaching and learning practices, and supportive context. It is recommended that building administration use concepts from the leadership module to support building-level implementation of these practices. Faculty and staff should implement the foundational educational practices modules before moving to the effective teaching and learning practices modules. The school-based implementation coaching module should be used to support implementation of these practices.
Key Components of the Content Framework and Associated Professional Learning Modules
The content framework is comprised of key components that drive the collaboration between districts, DESE, and Regional Professional Development Centers. This research-based framework has evolved and improved over ten years through both the Missouri Integrated Model (MIM)
and the Collaborative Work (CW). The key components of this framework are:
- Three foundational educational practices essential for collaborative and data-informed instruction and decision making.
- Three selected effective teaching/learning practices, identified from a pool of evidence-based practices shown to improve student achievement.
- Three capacity building practices that create an environment that sustains and advances effective teaching and learning.
| Focus on effective instruction leading to exceptional outcomes for ALL Missouri students. | |
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| Foundations |
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| Effective Teaching & Learning Practices |
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| Supportive Context |
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Professional Learning Modules Materials
A professional learning module is a focused set of materials designed to address adult learning principles as well as uphold specific characteristics of high quality professional development. Additionally, the modules focus on implementation at the classroom level. Each module was developed using an outline incorporating elements of high quality professional development which includes consideration for adult learning principles (Archibald, Coggshall, Croft, & Goe, 2011; Duda, Van Dyke, Borgmeier, Davis, & McGlinchey, 2011; Dunst & Trivette, 2009).
Key elements of a professional learning module (find a more detailed version of the outline here).
- Preparation
- Opening and Introductions
- Why The Topic is Important
- Overview of the Topic
- Unpacking the Topic
- Topic in Practice
- Topic in Action
- Assessment and Reflection
- Closing and Follow-Up
Each professional learning module includes the following pieces.
Activities, Readings, & Content Guides
Educators can access activities to promote learning of new teaching practices, reading materials to guide implementation, and content guides (such as PowerPoint slides) to support active learning during professional development. These resources are available in different formats to allow for optimal learning in a variety of environments:
- Online self-guided courses (for individual educators or teams of educators to access materials at their own pace)
- In-person training and coaching materials
Practice Profile
The practice profile framework was developed by the National Implementation Research Network (NIRN) as a way of outlining implementation criteria using a rubric structure with clearly defined practice-level characteristics (NIRN, 2011; Metz, 2016).
A practice profile has been collaboratively developed for each professional learning module. The practice profile outlines expectations for the skills and knowledge that should be learned from the module and how it should look when applied in context. It describes implementation criteria using a rubric structure with clearly defined practice-level characteristics. Through the use of the practice profile, educators are able to assess their own current levels of knowledge, skills, and abilities relative to the components of the DCI Framework. They are then able to evaluate and track growth regarding their own instructional progress as they apply, practice and reflect on their new skills and knowledge throughout the year. The practice profiles are also helpful for guiding coaching conversations.
Self-Assessment Practice Profile
The Self-Assessment Practice Profile (SAPP) is used by participants for self-checking their implementation of newly learned skills. This tool is a web-based interactive practice profile available on the Virtual Learning Platform online portal. Each participant completes their own SAPP and then district administrators or building leaders build reports to examine the collective progress of implementation among grade-level or content-based teams. DCI educators are encouraged to use the SAPP at least twice per year. However, it can be used more frequently as a coaching tool as needed.
Fidelity Checklist
Fidelity checklists are short, focused checklists targeting specific implementation steps. Educators can use these checklists to self-monitor implementation of the new learning teaching/learning practice in daily classroom instruction.
Look Fors/Walkthrough Tools
These tools breakdown each essential element of Practice Profiles showing how they might look in practice. They are designed to be used during coaching observations, self-evaluation, or to provide feedback.
Pre/Post Assessments
These are short assessments, approximately 10 items, to measure an increase in knowledge through participation in professional development training.
Previously developed pre/post assessment items are being updated so participants receive immediate relevant feedback about the skills and knowledge they are expected to acquire from the professional learning modules. These assessments will pose scenarios aligning to the practice profiles and require educators to determine the most appropriate course of action.
Infographic
Infographics (or information graphics) provide visual representations of data and information related to a specific topic. They also allow for otherwise complicated concepts and information to be quickly and easily processed.