Characteristics and Consequences of Adult Learning Methods and Strategies (PDF, Winterberry Research Synthesis, 2009, Vol. 2, No. 2, Trivette, C. M. Ph.D., Dunst, C. J. Ph.D., Hamby, D.W. & O’Herin, C. E.)
Let’s Be PALS: An Evidence-Based Approach to Professional Development (Infants & Young Children, July/September 2009,Vol. 22, Issue 3, pg 164, Dunst, C. J., Ph.D. & Trivette, C. M., Ph.D.)
An Evidence-Based Approach to Professional Development (PPT, SPDG Directors' Webinar, February 2010, Trivette, C.M., Ph.D. & Dunst, C.J., Ph.D., Orelena Hawks Puckett Institute, Asheville & Morganton, NC)
To download the resources listed below:
Caregiver Responsive Teaching Checklist
Participatory Adult Learning Strategy (PALS) Checklist
Everyday Learning Activity Checklist
Head Start Teacher Development Initative: Child Learning Practices Planning Tool
Head Start Teacher Development Initiative: Child Learning Practices Checklist
Head Start Teacher Development Initiative: Classroom Interests Assessment
Head Start Teacher Development Initiative: Instructional Practices Checklist
Head Start Teacher Development Initiative: Instructional Practices Illustration
Meta-analysis of the effectiveness of four adult learning methods and strategies. (2010) by Carl J. Dunst, Carol M. Trivette, and Deborah W. Hamby, Orelena Hawks Puckett Institute, North Carolina.
Head Start Teacher Development Initative: Child Observation Guides - Learning Practices
Head Start Teacher Development Initative: Child Observation Guides - Instructional Practices
Trainer and Trainee Roles in the Different Phases of PALS (PDF, 2010)
2011 Professional Development Webinar Series
PD Webinar #1: Directors' Professional Development Webinar - Models of and Evaluating Professional Development. Jennifer Coffey began the session presenting highlights from Carol Trivette & Carl Dunst’s research on evidence-based professional development methods. Next, Julie Morrison explored how NIRN’s implementation drivers framework has prioritized staff competence for effective programs and practices,& examined how Guskey’s five critical levels for evaluating professional development can be used as a framework in designing effective training. Finishing session, Li Walter & Alan Wood, will presented an overview of California’s Early Reading Interventions Academy evaluation resources (program guide & implementation rubric) as implementation drivers.
Introduction to Professional Development Series (PPT, January 2011). Coffey, J., Ph.D., OSEP Project Officer
Professional Development Series #1: Evaluation (PPT, January 2011) Morrison, J., Ph.D., Ohio SPDG Evaluator
Evaluation Tools as Implementation Drivers: An Example from California SPDG's ERIA - Effective Reading Interventions Academy (PPT, January 2011) Walter, C., Ph.D. & Wood, A., California SPDG Evaluators, CalSTAT
PD Webinar #2: 2011 SPDG Regional Meetings, Professional Development: The Heart of the Matter
Evidence-based Professional Development Presentation (PPT, 2/2011). Borgmeier, C. Ph.D; Duda, M. Ph.D., Van Dyke, M., LCSW, State Implementation & Scaling Up of Evidence-based Practices (SISEP). To view and download materials and resources from the 2011 Regional Meeting go to: http://signetwork.org/content_pages/27/
PD Webinar #3: Innovation Fluency (March 2011). Karen Blase, Ph.D., SISEP Center; Jane Splean, SPDG Project Director, Nevada. A pre-requisite for implementing well is clearly understanding what is expected of building staff, District staff, & at the State level. This means clearly operationalizing the guiding principles of the initiative, the critical components & the activities that make the critical components come alive in classrooms & schools. This presentation reviews the core features of Practice Profiles, the benefits of developing & using them, and how they interact with the use of the Implementation Drivers to increase the likelihood that innovations will be implemented as intended with good outcomes for students.
What Is “It” and How Do We Make “It” Happen? (PPT, March 2011). Blase, K., PhD; SISEP. In addition, there are notes on various slides from Splean, J., Project Director, Nevada SPDG.
Training in Instructional Consultation, Assessment and Teaming Overview [PDF, 2007]. Todd Gravois, Edward Gicklin, and Sylvia Rosenfield.
Hord, S.M., Stiegelbauer, S.M., Hall, G.E., & George, A.A. (2006). Measuring implementation in schools: Innovation Configurations. Austin, TX: Southwest Educational Development Laboratory.
PD Webinar #4: Professional Learning for School Leaders: The Principal's Role in School Transformation (April 2011). Participants will learn about: (1) how to engage administrators in their PD initiatives; (2) how PD for administrators fits into a systemic change framework; (3) how to examine fidelity through a lens of cultural responsivity; & (4) how the Michigan SPDG has formalized their PD approach for administrators. Tools described will included practice profiles core components of PD for administrators & guidance for administrator engagement.
Professional Learning for School Leaders: The Principal’s Role in School Transformation. (PPT. April 2011) Cynthia Mruczek & Rich Barbacane.
Supporting Administrators in the implementation of Response to Intervention (PPT, April 2011). Goodman, S., MiBLSi Co-Director
PD Webinar #5: 21st Century Informational Technologies to Enhance Professional Development (May 2011) Dr. Chris Dede presentedt how emerging informational technologies are reshaping how we learn and teach, and illustrate how social media, immersive (MUVE) and mobile technologies are assisting professional development practices.
National Center Resources
Scaling Up Resources (Modules)
Coaching through Stages of Implementation: Schoolwide (Building) Level (WORD, Draft, 12/11, MiBLSi)
Coaching through Stages of Implementation: Classroom Level (WORD, Draft, 12/11, MiBLSi)
Coaches as Systems Leaders by Michael Fullan and Jim Knight (2011). Educational Leadership
Project FOCUS Academy [ICI, University of Massachusetts Boston] Pilots a model of unified teacher preparation in which all teachers learn both "general" & "special" education curriculum & instructional methods. Students in the program participate in a professional development relationship with an urban high school & earn an M.Ed.
Co-Teaching Initiative: Improving LRE & Student Achievement (PPT, October 1, 2009)
Michigan's Integrated Behavior & Learning Supports Initiative - Website Resources (MiBLSi) This "web site describes Michigan's multi-tiered model of behavior and reading supports. Throughout these pages, you will find a framework of Practices, Systems, & Information (Sugai and Horner, 2002). The practices are provided by staff to improve student outcomes. The systems are the structures created to support staff in implementing successful practices. Information is used for successful decision making, identifying appropriate (evidence-based) practices that meet student need, evaluation of student outcomes as a result of the practices, & evaluation of the structure to support staff implementation efforts."
EBISS Teaming (DOC)
Rhode Island Design for Learning Checklist (DOC, September 14, 2009)
Scaling Up Evidence-Based Practices Exploration Tool: Assessing Usability of Evidence-based Programs, Practices, or Educational Frameworks Evidence-Based Practices (DOC) This tool is to assist LEA staff in determining if practices they are considering are evidence-based. This has a much broader use & has been developed by Bloomington Public Schools as part of its partnership with SISEP & is used for PBIS, RTI, literacy, other curricular areas.
Alignment of Literacy Practices that Positively Impact Student Performance - Evidence-Based High Growth Tool (DOC, March 28, 2010) This tool is one that was specially developed for the SPDG aligned literacy project which brings together general & special educators in an LEA as they look comprehensively at their literacy curricula & determine whether they offer a complete continuum of curricula to address all of the literacy needs of all learners, including those with severe disabilities. This tool is used with a PLC of LEAs in an aligned literacy project.
Program Mapping Tool At-A-Glance (XLS) This tool is one that was specially developed for the SPDG aligned literacy project which brings together general & special educators in an LEA as they look comprehensively at their literacy curricula & determine whether they offer a complete continuum of curricula to address all of the literacy needs of all learners, including those with severe disabilities. This tool is used with a PLC of LEAs in an aligned literacy project.
Pennsylvania Training & Technical Assistance Network (PaTTAN) Resources for Pennsylvania educators & parents.
Multicultural Education Programs [University of Southern Maine] Provides training & outreach to educators who work with Limited English Proficient students.
Assessing Evidence-Based Programs & Practices [DOC, April 2010, Borrowed from Blase, K., State Implementation & Scaling-up of Evidence-based Practices]
Working with Schools in Feeder Patterns [PPT, Session Recording, December 2010, Gabler Filce, H., Ph.D., SPDG Coordinator, MS REACH; Gautier, P., Family Coordinator REACH MS; & Merrell, S., District Coordinator, MS REACH]
Coaching Evaluation Survey This assessment was developed by the Florida Problem Solving/Response to Intervention Statewide Project for schools to use in evaluating the performance of their school’s PS/RtI coach during 2007-08.
Coaching Competencies National Implementation Research Network [NIRN] [September 2009]
Coaching for Competence & Competent Coaching (PPT, October 2011, Coaching PLC Session). Duda, Michelle A., Blase, Karen A., Fixsen, Dean L., and Sims, Barbara.
Coaching for Competence: Implementation of Evidence-Based Practices [PPT, October 2009, Horner, R., Ph.D., Center for Positive Behavior Support, University of Oregon, Eugene]
Coaching for Competence [PPT, September 2009, Steve Goodman, MiBLSi SPDG Project Director]
The School Improvement Coach Web Site, which includes a coaching manual and training modules: http://www.schoolimprovementcoach.org/.
Developing and Supporting a Cadre of Coaches (Systems & Instructional) (PDF, 7/2012, Developed by Utah) Most SEAs and LEAs understand the value of evidence-based professional development, which includes effective coaching systems. However, establishing infrastructures (funding sources, training, policies, etc.) designed to support such systems appears to be a challenge. Some LEAs have been much more successful than others at implementing these systems. This document was developed as a SWOT analysis of Utah PDC on who can help facilitate implementation of MTSS in LEAS.
Pennsylvania’s Paraprofessional Training Initiative: From Pilots to Statewide Scale-Up and Implementation (PPT, 3/2012) This PPT provides and overview of what Pennsylvania accomplished in changing the culture of professional development for paraprofessionals over the last three SIGs/SPDGs. Based on the Stages of Community Readiness and the Conceptual Framework of Implementation, Pennsylvania has shifted from a state where there were no recognized standards for paraprofessionals' qualifications to state-wide regulations and measurable standards. Concrete products that will be demonstrated include online training modules, the Pennsylvania Credential of Competency, statewide training plan and mini-grants to foster IHE pre-service curriculum alignment to state requirements.
Pennsylvania’s Paraprofessional Training InitiativeFrom Pilots to Statewide Scale-Up and Implementation (PPT, 3/2012)
Pennsylvania Special Education Paraprofessional Initiative Website
Pennsylvania Credential of Competency Checklist
Ten Online Modules: Knowledge and Skill Development for Special Education Paraprofessionals in Pennsylvania
Resources and Training Materials for Professional Development
Pennsylvania Special Education Paraprofessional Publications
If you experience issues with the URLs above, visit the PaTTAN website at www.pattan.net and choose paraprofessionals from the drop down menu under Educational Initiatives on the main page.