STRUCTURE AND PURPOSE
When it comes to educational reform, schools are the “center of change” (Fullan and Stiegelbauer, 1991)
The Smar²tel Professional Learning System (SPLS) is a contextual LEARNING CONSTRUCT customizable to the developmental and improvement priorities of the LEA; designed to be implemented over a two year period; and whose primary output is the development of site-based literacy teams capable of demonstrating the professional knowledge, skills, attitudes and behaviors necessary to:
- Support and maintain the implementation of high-quality, rigorous English-language arts instruction utilizing the Reading/Language Arts Framework, and the adopted Reading/Language Arts program
- Create a collaborative learning environment where teachers feel and know they will be supported in becoming competent in core academic content and pedagogy, and that there will be opportunities for extended practice, reflection and refinement of all new learning
- Support the teaching staff in making the paradigm shift to 21st century education
- Develop a self-sustaining learning organization
The SPLS incorporates a variety of research-based professional development models and learning strategies into a systematic, coherent, sustainable, developmental continuum that supports professional learning for teachers, site administrators, and site-based resource (SBR). The professional learning within the system exceeds the total hour requirements identified in the SB 472, and AB 430 legislation (120 hours over two years).
- Administrators 250 Hours
- Site-Based Resource 240 Hours
- Teachers 140 Hours
The system is organized around three component parts—Collaborative Planning, Professional Development Institutes, and Blended Learning Community
Collaborative Planning: The collaborative planning process structures and calibrates the system to include focus, content, measurement, and learning. The planning process seeks to identify authentic problems that need to be solved in context to achieving the improvement priorities identified in the LEAs strategic plan.
Professional Development Institutes: There are six professional development institutes incorporated within the structure of the system. All institutes are research-based; customized to include the district improvement opportunity; and structured around practices that enable educators to develop the skills necessary to implement what they are learning.
Blended Learning Community: The majority of learning that takes place within the system is accomplished through a “blended” learning community model. Blended learning community integrates online learning and face-to-face meetings. Our learning community model consist of a virtual learning community, weekly (school site) literacy leadership community of practice meetings, and an instructional practice forum.
STANDARDS-BASED
The system has been designed to conform to the new standards for professional learning as defined by the National Staff Development Council; support district-wide improvement efforts by incorporating key elements of the Essential Program Components (EPCs) into the design of the professional development activities; and is a two year plan that addresses all the requirements for professional development identified in the DAIT Blueprint Guidelines.
CONTENT FOR LEARNING
The concept of situated learning is the foundational process utilized to accomplish learning in the system. Smar²tel chose to use “situated” learning because the concept:
- grounds and connects the learning to the participant’s own practices
- fosters natural learning
- supports the time requirements of learners who feel they never have enough time to accomplish their work
- seeks to produce learning through application not retention
- places the learner in the center of a developmental process consisting of focused, realistic, problem centered activities that are within the context of the participants’ daily experience
- creates a balance between learning and doing
Situated learning is anchored in three high-leverage vehicles: (1) The Reading/Language Arts Framework, (2) an LEA identified instructional practice, and (3) the Adopted Reading/Language Arts Program.
- The Reading/Language Arts Framework for California Public Schools, Kindergarten through Grade 12 (2007)—anchors the learning process, and grounds our approach to situated learning. The literacy leadership team will be developed to use the framework as a tool to benchmark and develop strategies to address instructional improvement opportunities.
- Instructional Practice— focuses professional development, lays a framework from which schools can sustain practice, promotes teacher and student learning, and sets the stage for the adoption implementation. The instructional practice is identified through the process of collaborative planning, and subsequently incorporated into all the professional development activities within the system.
- Adopted Reading/Language Arts Program—Smar²tel views the adopted Reading/Language Arts program as the most logical vehicle to drive practice within the system because its implementation creates focus and a more respective environment for learning.
PROCESS FOR LEARNING
The Smar²tel Professional Learning System is a continuous process implemented over a two year period. The system is implemented in two phases—Developmental and Application. While an LEA can start anywhere and move anywhere, the process always begins with collaborative planning and concludes with reflective planning.
Development Phase
The development phase of the Smar²tel Professional Learning System is designed to provide administrators and site-based resource with the foundational knowledge, skills and abilities needed to establish an environment focused on improving practice through collaboration and support.
Guided by the use of an instructional practice, the administrator and site-based resource (SBR) will learn how to effectively utilize the Reading/Language Arts Framework (2007) to provide direction and assistance in the implementation of the instructional practice. They will actively make connections to the research and academic content standards to gain a comprehensive understanding of reading/language arts instruction and the adopted instructional program. With the classroom as the laboratory, administrators and site-based support resource will demonstrate their ability to support teachers in direct professional development activities that give teachers a secure sense of what they can expect from the literacy team as they transition into implementing the newly adopted program.
Application Phase
The application phase of the Smar²tel Professional Learning System promotes the continuous cycle of learning in an environment that is conducive to practice and usage of the newly adopted reading/language arts program. When the goals of the development phase are achieved, the administrators and SBR will be positioned to guide and support teachers as they move from SB472 training into the classroom. Drawing upon their knowledge of the Framework and the program, as well as their coaching and facilitation skills, the team will be able to monitor the quality of instruction and provide professional development opportunities that meet the needs of teachers. They will also be capable of developing viable learning communities in which teachers can collaborate and maintain focus on improving student learning and achievement.
Linkage of SPLS to NSDC Standards for Professional Learning
Correlation Matrix
Smar²tel Professional Learning System and the Essential Program Components
