Training

Training can be provided in-person or online.

In-person Training

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.

Domains:

• Preparation
• Introduction
• Demonstration
• Engagement
• Evaluation
• Mastery

 Observation Checklist for High Quality Professional Development Training (Noonan, Langham & Gaumer Erickson, 2013).