DOCUMENT RESUME SP 041 159 ED 470 231 Caldwell, Sarah DeJarnette, Ed. AUTHOR Professional Development in Learning-Centered Schools. TITLE National Staff Development Council, Oxford, OH. INSTITUTION 1997-00-00 PUB DATE 186p. NOTE National Staff Development Council, P.O. Box 240, Oxford, OH AVAILABLE FROM 45056. Tel: 513-523-6029. Collected Works General (020) PUB TYPE EDRS Price MF01/PC08 Plus Postage. EDRS PRICE Administrator Role; Central Office Administrators; Databases; DESCRIPTORS Decision Making; Educational Environment; Elementary Secondary Education; *Faculty Development; *Inservice Teacher Education; Knowledge Base for Teaching; Principals; Teacher Improvement; Teacher Knowledge; Teacher Leadership Subject Content Knowledge IDENTIFIERS ABSTRACT This collection of papers reports on the emerging thinking in staff development and organizational learning in schools and districts, framing issues which have critical implications for staff development. There "Context," features: (1) "School are 10 papers in four sections. Section 1, Reform Requires a New Form of Staff Development" (Dennis Sparks). Section 2, "New Roles in the School as a Learning Organization," includes: (2) "Site- "Broadening the Concept of Based Development" (Steven R. Thompson); (3) "The Principal's Role and Staff Teacher Leadership" (Michael G. Fullan); (4) "New Roles for Central Office Development" (Jim LaPlant); and (5) Administration in School-Based Change and Staff Development" (Fred H. Wood). "Shifting Rules, Section 3, "Process and Content of Learning," offers: (6) Shifting Roles: Transforming the Work Environment to Support "Teacher Learning" (Arthur L. Costa, Lauren Lipton, and Bruce Wellman); (7) Content Knowledge: Impact on Teaching and Learning" (Randy Schenkat and "Putting It All Together: Integrating Educational Kathie Tyser); and (8) "Building Capacity Within the System," Innovations" (Tom Guskey). Section 4, (9) "Data-Based Decision Making" (Jon C. Marshall) and (10) includes: "Leadership for Professional Development: Essential Arenas of Work and. Learning" (Margaret Arbuckle). (Chapters contain references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Professional Development in Learning-Centered Schools Edited by Sarah DeJarnette Caldwell U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and DISSEMINATE THIS MATERIAL HAS Improvement EDUCATIONAL RESOURCES BEEN GRANTED BY INFORMATION CENTER (ERIC) This document has been reproduced D. Sparks as received from the person or organization originating it. Minor changes have been made to TO THE EDUCATIONAL RESOURCES improve reproduction quality INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily 1 represent official OERI position or policy. 2 BEST COPY AVAILABLE II elk II vs 1 1 r' \ 1\ r' I r' I .1 I 41 I (II al 1 (II 1 O' 11 I I I I NSDC MISSION To ensure success for all students by serving as the international network for those who improve schools and by advancing individual and organization development. NSDC BELIEFS We believe that: change creates opportunities for growth the primary purpose of staff development is school improvement as mea- sured by success of every student staff development is fundamental to school improvement all educators share the responsibility for both individual and organizational growth trust is vital for individual and organization development individuals and organizations are responsible for defining and achieving standards of excellence effective staff development is based on theory, research, and proven prac- tice diversity strengthens expectations influence accomplishment example is a powerful teacher collaboration within the school, community, students, families, community members, and staff is essential for school improvement and accelerated stu- dent success, effective staff development honors differences in learners by using various approaches to learning staff development is responsible for organization development and individ- ual development staff development is critical for all those who affect student learning Copyright 1997 by the National Staff Development Council. All rights reserved. No part of this publication by be reproduced or transmitted in any form or by any means for profit-making purposes. However, permission is granted to reproduce portions which are to be used as reference materials for instructional purposes. 3 Professional Development in Learning-Centered Schools Edited by Sarah DeJarnette Caldwell 1997 National Staff Development Council P.O. Box 240 Oxford, Ohio 45056 (513) 523-6029 4 National Staff Development Council BOARD OF TRUSTEES (1996) EXECUTIVE DIRECTOR Dennis Sparks Joanne Quinn (President) 1124 W. Liberty St. Ontario Institute for Studies in Education Ann Arbor, Michigan 48103 University of Toronto (313) 998-0574 Toronto, Ontario ASSOCIATE EXECUTIVE DIRECTOR Kathryn Blumsack Stephanie Hirsh Montgomery County Public Schools 7602 Kilmichael Rockville, Maryland Dallas, Texas 75248 (972) 661-2924 Sandee Crowther Lawrence Public Schools DIRECTOR OF PUBLICATIONS Lawrence, Kansas Joan Richardson 1128 Nottingham Rd. Kathy Harwell Grosse Pointe Park, Michigan 48230 Grapevine-Colleyville ISD (313) 824-5061 Grapevine, Texas BUSINESS OFFICE/MEMBERS SERVICES Ted Haynie Shirley Havens, Business Manager Calvert County Schools P.O. Box 240 Lusby, Maryland Oxford, Ohio 45056 (513) 523-6029 Joellen Killion Adams County/Five Star Schools JOURNAL OF STAFF DEVELOPMENT Northglenn, Colorado Paul R. Burden, Editor Kansas State University Rosie O'Brien Vojtek 17 Bluemont Hall Oregon City School District Manhattan, Kansas 66506-5301 Oregon City, Oregon (913) 532-6323 Steve Wlodarczyk South Windsor Public Schools South Windsor, Connecticut COVER DESIGN Marsha Jensen COVER PHOTO Margie Grant teaches fourth grade at Rawsonville Elementary School in Ypsilanti, Michigan. The school is in the Van Buren Public School District. Printed by Mainline Printing, Topeka, Kansas (Photo by Patricia Beck.) Table of Contents Foreward 1 Section OneContext 2 School Reform Requires a New Form of Staff Development 1. Dennis Sparks Section TwoNew Roles in the School as a Learning Organization 2. Site-Based Development 12 Steven R. Thompson 34 3. Broadening the Concept of Teacher Leadership Michael G. Fullan 50 4. The Principal's Role and Staff Development Jim La Plant 64 5. New Roles for Central Office Administration in School-Based Change and Staff Development Fred H. Wood Section ThreeProcess and Content of Learning 6. Shifting Rules, Shifting Roles: Transforming the Work Environment 92 to Support Learning Arthur L. Costa, Laura Lipton, and Bruce Wellman Teacher Content Knowledge: Impact on Teaching and Learning 7. 116 Randy Schenkat and Kathie Tyser 8. 130 Putting It All Together: Integrating Educational Innovations Tom Guskey Section FourBuilding Capacity Within the System 9. 150 Data-Based Decision Making Jon C. Marshall 10. Leadership for Professional Development: Essential 168 Arenas of Work and Learning Margaret Arbuckle 6 Foreward staff development and orga- the basis for a new book. In 1989, the National nizational learning in Consequently, we asked the Staff Development Council schools and districts. It authors to frame their dis- published Staff frames issues which have cussions around leading- Development: A Handbook critical implications for edge thinking which dealt of Effective Practices. staff development. These with learning organizations, Providing a broad overview ideas also can form the learning-centered schools, of "best practices" in staff basis for discussion about and collaborative develop- development, it described new directions for staff ment. This content adds to the context for effective development that will take and extends the knowledge staff development and us into the next century. of effective practices. delineated support roles for I would like to acknowl- Specifically, we focused on: policy makers and leaders. edge the direction and guid- shifts in thinking about It also discussed the "nuts ance provided by Dennis school improvement which and bolts" of designing and Sparks, NSDC Executive bring about changes in how evaluating staff develop- Director, as we conceptual- staff development is con- ment activities. ized the handbook and as ceived and implemented As "how to" material, we made critical content (e.g., teacher professional- the 1989 handbook contin- decisions along the way. I ism, result-driven plan- ues to support the growing also wish to recognize the ning). number of professionals special work of Paul shifts in roles and who lead and direct staff Burden, Journal of Staff responsibilities in learning development programs in Development editor, for his and school reform (e.g., schools and districts across contribution to the final teacher decision making, the country. It is also used phases of technical editing leadership support). to inform district and school and production, and of new models which guide decision makers regarding Marsha Jensen for the cover designs for professional best practices. design and layout. learning (e.g., construc- When re-examining the tivism, an emphasis on con- handbook for a possible Sarah DeJarnette Caldwell update, we soon realized tent). Editor tools and leadership for that we were dealing with building the capacity for important new directions in continuous improvement staff development that took (e.g., data-based decision us beyond mere revision. It making, creating a learning was apparent that emerging culture). learnings regarding staff This handbook reports development and instruc- on the emerging thinking in tional reform should form 1 Chapter School Reform Requires a New Form of Staff Development Dennis Sparks the ways students learn Darling-Hammond, and hatever it and the ways teachers Milbrey McLaughlin was called learn: "...people learn have called for a new over the best through active form of professional past 20 involvement and through development (the terms yearsinservice educa- thinking about and staff development and tion, staff development, becoming articulate about professional development professional develop- what they have learned. will be used interchange- ment, or human resource. Processes, practices, and developmentit most ably throughout this policies that are built on chapter). Lieberman often meant that educa- this view of learning are (1995) argues for a "radi- tors (usually teachers) sat at the heart of a mpre cal rethinking" of profes- relatively passively while expanded view of teacher sional development if an "expert" "exposed" development that encour- school reform is to be them to new ideas or ages teachers to involve successful. "What every- "trained" them in new themselves as learners - one appears to want for practices. The success of in much the same way as studentsa wide array of this endeavor was typical- they wish their students learning opportunities ly judged by a "happiness would" (p.592). that engage students in quotient" that measured Constructing a contin- experiencing, creating, participants' satisfaction uum of practices that and solving real prob- with the experience and encourage teachers' lems, using their own their assessment regard- growth, Lieberman experiences, and working ing its usefulness in their with othersis for some describes the movement work. from "direct teaching" reason denied to teachers Recognizing the link (the current dominant when they are learners," between staff develop- mode of training-focused Lieberman observes (p. ment and successful edu- professional develop- cational change, leading 591). ment) to "learning in Lieberman points out school reformers such as school" to "learning out the similarities between Ann Lieberman, Linda 2 8 School Reform Requires a New Form of Staff Development suggest of school." "Because that staff `direct-teaching' currently Recognizing the link between staff develop- develop- dominates much of what ment and successful educational change, ment that the public and many dis- leading school reformers such as Ann is linked tricts consider staff devel- Lieberman, Linda Darling-Hamniond, and to a opment," Lieberman reform argues, "it is important Milbrey McLaughlin have called for a new agenda that teachers, administra- form of professional development.- must sup- tors, and policy makers port a become aware of new and learner- broader conceptions of complex subject matter centered view of teaching professional develop- from the perspective of and a career-long concep- ment" (p. 592). diverse students" (p. tion of teachers' learning. Lieberman believes 597), and point out that "The success of this agen- that "...teachers must understanding cannot be da," they write, "ultimate- have opportunities to dis- developed just through ly turns on teachers' cuss, think about, try out, traditional top-down success in accomplishing and hone new practices" teacher training strategies the serious and difficult through taking new roles that are limited to teach- tasks of learning the (e.g., teacher researcher), ers' acquisition of new skills and perspectives creating new structures knowledge and skills. assumed by new visions (e.g., problem-solving "Professional develop- of practice and unlearn- groups), working on new ment today," they write, ing the practices and tasks (e.g., creating stan- "also means providing beliefs about students and dards), and by creating a occasions for teachers to instruction that have culture of inquiry. "What reflect critically on their dominated their profes- characterizes these exam- practice and to fashion sional lives to date. Yet ples of professional learn- new knowledge and few occasions and little ing," Lieberman writes, beliefs about content, support for such profes- "is that their lifespan is pedagogy, and learners" sional development exist not one or two days. (p. 597). in teachers' environ- Instead, they become part Fortunately, a new ments" (p. 597). of the expectations for form of staff development Darling-Hammond teachers' roles and form is being fashioned by irre- and McLaughlin (1995) an integral part of the cul- sistible forces that are seek a form of profession- ture of a school" (p. 593). currently at work in edu- al development that pre- Darling-Hammond cation. History teaches . to see pares teachers ". and McLaughlin (1995) 3 e