A Learning Package is a focused approach to professional development content. The content is designed to address adult learning principles as well as uphold specific characteristics of high quality professional development. Additionally, the learning packages focus on implementation at the classroom level.
Each learning package was developed using an outline incorporating the 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; International Association of Learning Educators, 2011). This outline shapes both the training content and the training experience.
Key components (to view a more detailed version of the outline, click here.)
- 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
Collaborative Work Learning Package Materials
Each Collaborative Work Learning Packages includes the following pieces.
Activities, Readings, & Content Guides
Available online and also through the Missouri Regional Professional Development Center consultants, educator can access activities to promote learning of new teaching practices, reading materials to guide implementation, and content guides (such as Power Point slides) to support active learning during professional development.
Implementation with fidelity requires clearly described implementation criteria. The Practice Profile framework has recently been 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). According to NIRN, the Practice Profile emerged from the conceptualization of the change process outline in the work of Hall and Hord’s (2006) Innovation Configuration Mapping (NIRN, 2011).
The Practice Profile template includes four pieces and is anchored by the essential functions. The essential functions align with the teaching/ learning objectives for each learning package. For each teaching/learning objective are levels of implementation. For some essential functions, proficient and exemplary implementation criteria are the same and in others, criteria differ. Close to proficient levels of implementation suggest the skill or practice is emerging and coaching is recommended for moving toward more proficient implementation. When implementation is reported at the far from proficient level, follow-up professional development in addition to coaching is recommended. The professional development provider should walk through the practice profile with the leaders-educators-learners, referring to the data and artifacts listed as suggested evidence. It is an important tool for self-monitoring their own implementation because it serves as a reminder as to the implementation criteria and is also aligned with the fidelity checklists.
Fidelity checklist are short, focused checklists targeting specific implementation steps. Educators can use these checklists to self-monitor implementation of the newly learning teaching/learning practice in daily classroom instruction.
Pre/Post Educator-Learner Assessments
These are short assessments, approximately 5-6 items, to measure educator-learner increase in knowledge through participation in professional development.
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