Based on the knowledge that you acquired in Program Development 101, do the following:
1. Post what you think a program is in your own words.
2. Post what you think a program is not.
3. Respond to another participant's posting that you found interesting.
Your follow-up is complete when you have a total of 3 postings on this blog, you have taken the post-test, and you have completed the on-line appraisal.
Happy Program Developing! :-)
42 comments:
Based on knowledge acquired in Program Development 101, I think a program is a group of related learning activities directed towards enhancing professional growth and improving participants' job performance as well as student performance.
I think a program is not a learning activity with unrelated goals and objectives.
Some recommendations that I could make to others who need to create a professional development program would be to base it on a well developed theory of change and to utilize a logic model. The theory of change should include planning, delivery, follow-up, and evaluation components. The logic model should sequence the critical components of the program.
1. A Professional Development program is one that has activities directed towards professional growth. It has a clear purpose for adult and student outcomes. Trainings should be delivered with mulitple learning styles in mind and learning should be measured by the performance of the participants.
2. A Professional Development program is not one that is just put togehter to cover topics that are of no importance to the participants just so they can get CEU credits. A program that does not take into consideration the needs of the participants or that is credited by just attendance is one that needs to be re-evaluated.
Diane, I agree with you that "a program is a group of related learning activities directed towards enhancing professional growth and improving participants' job performance as well as student performance." I also feel a good Professional Development program will take different learning styles into consideration. For example, I felt the "timed" test that we were given to complete the in-service did not take into consideration that some feel pressure as the clock is ticking. I feel there should have been an alternative test so the participants could have either choosen to do it on line or on paper.
Some recommondations that I would give to someone who is planning a Professional Development program would be to know who your participants are. Give a needs assessment to find out what participants would like to learn. Use the theory of change model to have ongoing evaluations of your program. Include all staff from the custodian to the administrators. Use the logic model to create and keep track of how well your PD is flowing.
1. A program is a set of ongoing related resources and professional/student learning activities directed toward professional/student growth.
2. A program is not a set of unrelated topics.
Randy Mogen, you had very good and complete answers to what a program is and is not.
I would make the following recommendations to someone who needs to create a professional development program:
1. Do some research, first. See what is already being offered at SBBC's Staff Development- and even from training facilities found online. Review descriptions and see if you can "improve" or expand yet simplify the process.
2. Meet with stakeholders and peers for a "brainstorming" session - usually lots of good ideas can be obtained during these sessions.
3. Follow the steps already in place for Theory of Change (Planning, Delivery, Followup and Evaluate)- as discussed in the PDSS class (Professional Development Standards System).
A PROGRAM IS THE MAIN UMBRELLA--
IT SHOULD LEAD TO CHANGE IN STUDENT BEHAVIORS/ACHIEVEMENT, WHERE AS EVENTS ARE SMALLER PARTS THAT WILL CHANGE A TEACHERS' PRACTICE AND BY COMPLETING ALL THE EVENTS UNDER ONE PROGRAM THE TEACHER WILL BE ABLE TO INCREASE STUDENT ACHIEVEMENT!
(SORRY I DID NOT MEAN TO DO IN ALL CAPS!)
I would recommend for someone who is creating a Professional Development Program to think of the big picture. What topic/s would cover this picture. Once you have what the Program will be, what parts will need to be developed and mastered in sequential order to reach the accomplished level in that particular program?
Joyce Dehn - BECON said...
1. A program is a set of ongoing related resources and professional/student learning activities directed toward professional/student growth.
I really liked this comment, I did not know how to just respond to her comment, so I cut and paste!
Is there a way to respond to just the person who made a particular comment?
It would be helpful to a first time creator of a professional development program to preview a already approved developed program.
A professional development program provides learning opportunities that focuses on professional growth and improved job performance and ultimately has a positive impact on individual knowledge, skills, aspirations, and behaviors.
A program does not include learning that isn't directly related to on-the-job duties or focused on nonspecific activities and skills.
Cindy/Griffin-CTACE said...
It would be helpful to a first time creator of a professional development program to preview a already approved developed program.
I agree with Cindy. It would help to see an approved program so the program manager fully understands the level of expectation and what to include or expand upon in their own program.
THis is a test...
I see a Professional Development Program as an ongoing journey of both professional and personal development undertaken by members of a professional staff in a supportive environment for the benefit of the participants, district and students in particular, and for the community in general.
A Professional Development Program is not a series of fragmented workshops from which participants simply get credit for attendance.
I really like Randy Mogen's March 7, 2007 comprehensive definitions of what a program is and is not.
I agree with Randy Mogen's posting regarding the "timed" test. One tends to get distracted by the ticking clock and may not be totally focused on the questions to be answered. As a consequence, one may not do as well as anticipated. Perhaps allowing more time for the test may not be as distracting.
Based on my personal experience and information in this course, a program is a series of processes that align the school improvement plan and staff development toward achieving student academic success and movement.
A Professional Development program is NOT an action plan set in place by one person's opinion as to what is needed. There are many stakeholders to consider and several different outcomes that impact change in order for the program to be considered a success. It is also not something set in motion on a whim. As with several posts, particularly one from Joyce Dehn, of which I completely agree. You have to "see where you've been" before you can realize where you need to be before you can proceed.
Kathleen Chapman said...
A PROGRAM IS THE MAIN UMBRELLA--
IT SHOULD LEAD TO CHANGE IN STUDENT BEHAVIORS/ACHIEVEMENT, WHERE AS EVENTS ARE SMALLER PARTS THAT WILL CHANGE A TEACHERS' PRACTICE AND BY COMPLETING ALL THE EVENTS UNDER ONE PROGRAM THE TEACHER WILL BE ABLE TO INCREASE STUDENT ACHIEVEMENT!
Sorry, I just couldn't figure out how to reply to this person. But I feel her post has a key component that I didn't see in the other where it speaks about the teacher and the delivery. I firmly believe that students' successes are achieved not only on the competencies of the student, but on the teacher as well. Fully motivated teachers deliver a much more interesting, lasting lesson. I believe that with a new professional development program that excites the teacher, will bring about achievement of the highest level.
Test!!
To create a quality professional development program it must include a series of processes that align with SBBC strategic plan and the needs of the participants. A quality program includes planning, which determines the participants needs. Goals with a clear purpose, and objectives that are measurable are identified. Using TOC and the Logic Model, followed with a job embedded activity, and finally a plan to analyze data to determine effectiveness.
A program is not a single event, or activity which is presented, and forgotten about.
The comment Joyce Dehn posted is something to think about when developing a program. You have to "see where you've been" before you realize where you need to be before you can proceed.
1. I think a program is a combination of activities that support the planning, delivery, follow-up, and evaluation of high-quality professional development courses. These activities require a variety of specific resources to ensure they are carried out with fidelity. Each of the activities link to identifiable and measurable initial and intermediate outcomes. A high-quality program lays the framework for ensuring courses will contribute to participants’ growth in knowledge and understanding, which will ultimately lead to the increased achievement of their students.
2. I think a program is not just an arbitrary group of courses for which the program fails to provide a framework for justifying the value of the courses to both the participants and their students.
3. I appreciate the response by Debra Rozsa Thomsen regarding what a program is not. Debra states this so well and succinctly. Unfortunately there are many who continue to plan and deliver this type of professional development and believe it is effective.
An effective program is one that encompasses ongoing related resources and professional learning activities toward professional growth.
A program is not a series of unrelated learning activities without a common goal.
I agree with Laurie Jones that in order for a program to be effective the participants need to see the merit and worth to their particular job assignment.
Based on the needs of participants, a quality program is a strategic plan of differentiated professional learning activities aimed at promoting professional growth and student achievement.
A quality program is not a one shot "spray and pray" learning activity with undefined goals and objectives.
I agree with Teri Acquavita on the importance of identifying the value of the learning activity with both participants and their students. In doing so, both parties are able to make connections between what is being taught and how it applies to their learning situations.
A program is a set of on-going related resources and professional learning activities directed toward professional growth. It should include planned, coherent actions and support systems designed and implemented to develop educator’s knowledge, skills, attitudes, aspirations, and behaviors to improve student achievement.
A program is not a set of unrelated drives toward growth, no matter how well-intentioned they may be. All arrows need be related as they point upward!
I appreciate Randy's recommendations for those of us who are planning Professional Development Programs. Needs assessments from all stakeholders will lead to motivation and acceptance to change.
1. A set of on going related resources and professional learning activities directed toward professional growth. Material is informative and resourceful to the daily operations of the trainee. It should also be alligned with the organization's growth plan.
2. A program is not a randomly unplanned event that will not improve job performance.
3. I think Leyda's expressive comments hit on the nail. Many programs are implemented, but the information is wasted because it not resourceful at the time of delivery and participants really lose out a great learning opportunity because the goal of the training was to give information not make it applicable.
1)A quality program has a clear and coherent focus. It is governed by Planned actions, supported by resourses, with activities to reinforce the goals or objectives.
2) It is not a set of random activities.
I agree with both Celina and Lauri when they said that the participants need to see the merit and worth in the training as it relates to their curent job or future individual goals.
The greatest waste is when the training cannot be implemented in an ongoing way and the information is LOST.
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