Training can be provided in-person or online.
When a district decides on its focus practices from the MMD/DCI Content Framework, Coaching Support Teams and Regional Professional Development Centers coordinate with district and building administrators to schedule trainings. Typically, a CST consultant or team of consultants work with a building or district to deliver trainings throughout the year to district faculty and staff. Training builds knowledge, provides skill rehearsal, and often provides opportunities for group dialogue and application. Training is delivered with the help of materials from the professional learning modules which outline learning targets specific to a topic, why a topic is important, an overview of the topic, and activities that allow participants to practice and reflect on what they have learned on the topic.
There is a strong commitment to providing high quality professional development to all participating educators. In Missouri, we collect observation data of training to determine the extent to which standards of quality are met and then conduct follow-up feedback conversations with trainers/coaches to discuss ways of improving the professional development experience. The tool used is called the Observation Checklist for High-Quality Professional Development Training (Gaumer Erickson, A.S., Noonan, P.M., Brussow, J. & Supon Carter, K., 2016). Feedback from the tool helps trainers to plan their training sessions as well as structure opportunities for descriptive feedback on ways to improve training.
Observation of High Quality Professional Development Training
The Observation Checklist for High Quality Professional Development Training was designed to be completed by an observer to determine the level of quality of professional development training. It can also be used to provide ongoing feedback and coaching to peers who provide professional development training. Furthermore, it can be used as a guidance document when designing or revising professional development. The tool represents a compilation of research-identified indicators that should be present in high quality professional development. Professional development training with a maximum of one item missed per domain on the checklist can be considered high quality.
Observation Checklist for High Quality Professional Development Training1Noonan, P., Langham, A., & Gaumer Erickson, A. (2013). Observation checklist for high-quality ...continue
In addition to materials that are designed to be delivered in person, there is an online portal called the Virtual Learning Platform (VLP) that provides online guided training to all PD participants. The materials in the VLP are organized to provide maximum flexibility of access for all users, from totally self-directed to highly directed and structured. The VLP is available to teachers and school administrators through DESE’s Web Application Portal and includes space for user collaboration, pre/post assessment, handouts, worksheets, bookmarking of courses in progress, and other materials required for training. Users authorized through DESE’s Web Application single sign-on system will have access to bookmarking of professional learning modules in process, and printing of a certificate of completion at the end of each course. The system can be accessed at any time and may be used as a reference for users once the course(s) are complete. CSTs can provide support to users when accessing the VLP.
References [ + ]
|1.||↑||Noonan, P., Langham, A., & Gaumer Erickson, A. (2013). Observation checklist for high-quality professional development in education. Center for Research on Learning, University of Kansas, Lawrence, Kansas.|