School MATRIX® Staff Development
|
Building an Effective Professional Development Program
- Can you profile the knowledge and skill of each of your staff members?
- Are you able to individualize staff development interventions - build Professional Improvement Commitments (PICs) for each teacher?
|
 |
- Are you confident the staff development plan delivered to each person on your staff will produce the desired results - an improvement in performance?
- Are you able to use empirical data from a teacher's practice to guide and direct staff development?
- Do you have a strategy for follow- up on delivered staff development to measure its level of effectiveness?
- In the event the desired improvement does not occur, are you able to ascertain 'why' and enact a second intervention that you know will be effective?
School MATRIXTM Delivers a Data-Driven Professional Development Process
Purposeful, directed staff development is not easily achieved. Similar to the difficulties associated with the individualization of educational plans for student learners, the process requires access to performance data across a variety of knowledge and skills areas - data neither readily available nor packaged for easy consumption. The processes in a model of staff development can be significantly enhanced through skilled management of the data surrounding each phase.
Identify Target Areas through Analysis of In Situ Data
- Use empirical data depicting standards, curricular, instructional and assessment decisions being made in the field to profile individual performance
- Access data depicting decisions made over a period of time, for a variety of learners, and in a number of diverse instructional contexts
- Provide a professional staff development program that is in compliance with union standards and automatically documents all actions taken / results obtained
- Approach the analysis process from a position of objectivity by using real-time, field-based data as the focus for discussion
- Establish a collegial environment in which information regarding performance / individual practice is candidly discussed and debated
Build Professional Development Plans
- Pull data from School MATRIXTM to inform and guide the design of targeted Professional Development Plans reflective of individual performance
- Prioritize and sequence target areas by mapping data against student learner outcome or other desired performance indicators
- Build and Manage Professional Development Plans in School MATRIXTM - maintain data over a period of years and across multiple evaluation cycles
Deliver On-Line Professional Development Curriculum Aligned to Standards Sets
- Deliver, manage, monitor, and assess professional development curriculum and track professional development activities
- Integrate and Coordinate professional development activities being offered across the district
- Modify, update and enhance the professional development curriculum as new resources or theoretical approaches become available and as best practices data accumulates to inform the process
- Deliver a consistently modeled professional development curriculum mapped against the district's standards for staff development, the National Board for Professional Teaching Standards or other standards sets
- Evaluate the effeciveness of specific components (i.e., activities, resources) within the professional development curriculum over time and across multiple goals to produce benchmarked performance results
- Define, shape and mold professional development curriculum to product maximum results
- Disaggregate performance data by ethnicity, gender, position, years of experience, credentials, preparatory program, etc. to identify extent to which curriculum supports all personnel needs
Monitor and Measure Progress against Identified Goals
- Monitor performance in the field as well as within the professional development curriculum to ascertain progress being made against identified improvement goals.
- Identify performance trend lines to intervene in real-time rather than at the conclusion of the development process.
|
 |
|
