Professional Learning Framework
Introduction
This is resource material from Dr. Soalablai's professional development training for the WASC Review Team on July 12. The document, the Palau Professional Learning Framework, is in the school library.
The document was developed by a REL Pacific Partnership:
Process for development and review of this document was established by the Palau Partnership for the Improvement of Teaching. The Partnership includes representatives from Palau Ministry of Education, Palau Community College, and the Regional Education Laboratory - Pacific at McREL International.
Below are excerpts from the Palau Professional Learning Framework. More excerpts will be added as time permits. All pages: pages 3-44. Excerpted so far: pages 3-8.
WHAT IS PROFESSIONAL LEARNING?
page 3
Effective professional learning not only has the potential to improve student learning outcomes, but it can also be useful in recruiting and retaining teachers. According to research, high-quality professional learning:
- is tied to specific content and standards;
- incorporates learning by doing
- is job-embedded;
- is collaborative;
- provides instructional models;
- includes individual coaching;
- is sustained and continuous; and
- is aligned with school goals, standards, and assessments, and other professional learning activities.[^123]
It should be noted that 'professional development' and “professional learning” are not the same. Professional development in education, which 'happens to' teachers, is often associated with one-time workshops, seminars, or lectures, and is typically a one-size-fits-all approach. In contrast, professional learning, when designed well, is typically interactive, sustained, and customized to teachers' needs. It encourages teachers to take responsibility for their own learning and to practice what they are learning in their own teaching contexts. This framework promotes Palau MOE’s efforts to shift away from professional development and establish clear and consistent Professional learning opportunities that are intended to result in systemic changes that lead to improved student outcomes.
PROFESSIONAL LEARNING THE NEW WAY
page 3
| The Old Professional Development (PD) | The New Professional Learning (PL) |
|---|---|
| Teachers stop by a room after school to be told about a predesignated topic that may or may not be aligned with teachers’ instruction or needs. | Topics are evidence based, meaning they focus on what teachers are doing and what they need as informed by classroom observations or other forms of data collection. |
| Any given topic is covered once, and the next PD session covers a different topic. | Key topics are scaffolded continuously throughout the academic year and in a variety of ways to support learner differentiation. |
| Teachers leave the session with information to try a practice if they believe it’s relevant or useful for their context. | Coaching and other support staff work with teachers to help them implement key practices; effort is made to show the benefit of practices based on measurable outcomes. |
| Teachers are exposed to instructional theory to retrofit to their classroom situations. | Teachers are given practical and subject/grade-specific exemplars and strategies tailored to their instructional needs. |
| PD continues because "That's how it's done". | The impact of PL is continuously monitored and evaluated to ensure it is supporting teachers/administrators in reaching specific goals. |
Source: Kennedy, 2016; Wei Darling-Hammond, and Adamson, 2010; Knapp, 2003
1 Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). High-Quality Professional Development for All Teachers: Effectively Allocating Resources. Research & Policy Brief. National Comprehensive Center for Teacher Quality. 2 Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. 3 Labone, E., & Long, J. (2016). Features of effective professional learning: A case study of the implementation of a system-based professional learning model. Professional development in education, 42(1), 54-77.
THE RATIONALE FOR A PALAU PROFESSIONAL LEARNING FRAMEWORK
Page 4
The purpose of this framework is to provide Palau Ministry of Education (MOE) leaders, specialists, and principals, with practical guidance on how to design, implement and evaluate effective and sustainable professional learning experiences for pre-service and in-service teachers in support of the belief that:
- A rengalek er a skuul a mo ungil chad er a Belau me a beluulechad.
- Our students will be successful in the Palauan society and the world.
Through the mission of:
- The Republic of Palau Ministry of Education, in partnership with students, parents, and the community, is to ensure student success through effective curriculum and instruction in a conducive learning environment.
The six professional learning standards outlined below focus attention on educator learning and development that relates to successful student outcomes. Professional learning is not the answer to all the challenges educators face, but it can significantly increase their capacities to succeed. When school systems, schools, and education leaders organize professional learning aligned with both teacher and student learning needs, and when educators engage in targeted professional learning to increase their effectiveness, students’ academic outcomes will increase. [^4]
The framework is based on the work and development of the Palau Partnership for the Improvement of Teaching, which is focused on designing highly effective system supports for teacher preparation, induction, retention, and improving classroom instruction. The partnership is committed to designing professional learning opportunities for both in-service and pre-service teachers to increase the professionalism of the teaching core in Palau and the commitment of teachers and leaders to their schools and systems, and ultimately the improvement of student outcomes.
The framework is divided into six sections. Each section outlines a standard to guide and inform the design, delivery, and evaluation of professional learning activities throughout Palau's educational systems. Each standard demonstrates alignment with the Palau MOE Master Plan 2017-2026 (see Appendix A) focused on the following priority and critical achievement areas:
- Student-Centered Learning: Ensure student readiness to enter post-secondary education, training, and the world of work.
- Educational and Instructional Leadership: Empower principals and teachers to strengthen student learning in their schools and classrooms.
- Curriculum Enhancement: Ensure that students are college ready and career ready (academic and vocational/technical) through an effective and challenging curriculum.
- MOE Resource Support: Provide a strong and effective system of supports that promotes a positive learning environment for students and the smooth operation of schools.
- Partnership Supports: Work with family, community, employers, nonprofit organizations, government ministries, development partners and the public to support students in schools and in their community.
Additionally, the Professional Learning Framework demonstrates alignment with the Republic of Palau Public Law (RPPL) No. 10-32 enacted on December 26, 2018 (see Appendix B), to improve the quality of education in the Republic of Palau. The Act requires the Ministry of Education (MOE) to establish policies and procedures for teacher certifications and other related purposes. The Republic of Palau National Congress, Olbiil Era Kelulau, determined that establishing an official teacher certification process will ensure that all students in Palauan schools will receive the best instruction that allows them to reach their maximum potential. Further, teacher training programs need to be improved to ensure that current educators are given the tools that they need to educate their students using the best and most current methods of teaching.
The Palau Professional Learning Framework outlines support with System Component #3: Practical Experience in the Subject Matter to be Taught. Using the framework teachers are supported with professional learning that aligns with the academic and pedagogical standards for what a teacher should know and be able to do to support student learning within Palau MOE schools.
- Teacher demonstrates cultural sensitivity.
- Teacher knows his/her subject areas, the curriculum frameworks, and how to plan for learning.
- Teacher uses effective strategies.
- Teacher manages student learning.
- Teacher monitors student learning.
- Teacher integrates technology to enrich learning opportunities.
- Teacher demonstrates teacher professionalism.
4 Forward, L. (2011). Standards for professional learning: Quick reference guide. Journal of Staff Development, 32(4), 41-44.
THE PALAU PROFESSIONAL LEARNING FRAMEWORK
Page 6
The purpose of this framework is to provide Palau Leaders, Specialists, and Principals, with practical guidance on how to design, implement, and evaluate healthy and sustained professional learning experience for pre-service and in-service teachers that will support improved student outcomes.
The six professional learning standards outlined below focus attention on educator learning that relates to successful student learning. Professional learning is not the answer to all the challenges educators face, but it can significantly increase their capacities to succeed. When school systems, schools, and education leaders organize professional learning aligned with standards, and when educators engage in professional learning to increase their effectiveness, student learning will increase.
The framework is based on the work and development of the Palau Partnership for the Improvement of Teaching which is focused on designing better system supports for teacher preparation, induction, retention, and instruction. The partnership is committed to designing professional learning opportunities for both in-service and pre-service teachers with the aim of increasing the professionalism of the teaching core in Palau and the commitment of teachers and leaders to their schools and systems, and ultimately the improvement of student outcomes.
The framework is divided into six sections. Each section outlines a standard to guide and inform the design, delivery, and evaluation of professional learning activities throughout Palau educational systems.
Source: Forward, L (2011), Standards for professional learning: Quick reference guide. Journal of Staff Development, 32(4), 41-44.
MAKING CONNECTIONS
Page 8
| Professional Learning Standards | Connecting Questions |
|---|---|
| Learning in Communities | • How do learning communities select professional learning activities that contribute to building collective efficacy while maintaining accountability and alignment with improving student outcomes? • Which professional learning activities support continuous improvement for teachers and principals? |
| Leadership | • How do leaders contribute to decisions about professional learning activities? • What are leaders expected to know about professional learning design? • What types of support systems and structures are needed for the more frequently used professional learning activities? |
| Data | • How can data about teachers, students, and systems contribute to the identification of professional learning activities and their design? • What other data may help inform professional learning? • What data are useful to assess the effectiveness of professional learning designs? |
| Implementation | • What professional learning activities advance implementation of research-based practices and/or programs? • How can professional learning activities be enhanced to integrate frequent constructive feedback? • Which professional learning activities/designs are more appropriate for various stages of implementation of research-based practices and/or programs? |
| Coherence and Alignment | • How do MOE and PCC (Palau Community College) leaders, specialists, and principals use teacher competencies and student competencies as they design professional learning? • How can MOE and PCC leaders, specialists, and principals link teachers' prior learning with current and future learning through their choice of professional learning activities/design? |
| Monitor and Evaluate | • Did the professional learning activity occur as planned? • What were teachers' perceptions of the professional learning? • Did the professional learning achieve the intended outcomes? |
Adapted from Facilitators Guide Standards for Professional Learning, Learning Forward, p. 35