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Participants

Launched in 2008, the CVLN community of practice was a collaborative of five district leadership teams consisting of the superintendent, central office administrators, school site administrators (principals and vice-principals) and an external coach/facilitator per participating team working in concert with a Network coach/facilitator. District teams ranged from seven to eleven members. The superintendent selected participating members and determined team size, however, the size of the district influenced the availability of participating members. Team configuration changed over the three years as superintendents expanded the size of their teams including more site level leaders. By year three, 41 leadership team members from five districts, five external district coach/facilitators and one external Network coach facilitator comprised the Central Valley Leadership Network participants. The five districts serve approximately 30,000 students in the central region of California which is home to some one million children - 20% of the state’s total population - and has one of the highest concentrations of poor families in the country and many small underfunded and underperforming schools, with few resources and economies of scale to support their improvement efforts.

Professional learning model - the pt plan: six inter-locking components

The PT PLAN model provides educators at multiple levels of the system (school site to the central office) with a networked approach to high quality professional development and on-site coaching and skilled facilitation follow-up. The PLP/CVELI Partnership provided participating educators through PT PLAN access to the latest in research-based knowledge and practice and ongoing guidance and support to institute fundamental changes needed over the long-term in their districts. The partnership played a critical role in research knowledge utilization as external intermediaries, partner consultants.

The professional learning model (Figure 1) adheres to the NSDC Context Staff Development Standards in which (a) adults are organized into learning communities whose goals are aligned with the participating districts, (b) the primary focus is to build capacity of skillful leaders who guide continuous instructional and organizational improvement, and (c) resources are provided to support adult learning and collaboration.

Figure 1. Professional Learning Model

The six interlocking PT PLAN components
Leadership Communities of Practice - Networks of Education Professionals
  • Teams of school site/central office leaders led by the superintendent of each participating district in collaboration with an external skilled facilitator/coach and overall Network facilitator.
External Skilled Coach/Facilitators as Consultants and Partners
  • Skilled external partners (experienced educators, administrators and non-district employees)
  • Coach/facilitator selected for each district serving as table facilitator/coach at all district Network sessions and as follow-up on-site partner.
  • Network coach who facilitates all district Network sessions and Coach/Facilitator community of practice.
Coach/Facilitator Community of Practice
  • Collaboration of coach/facilitators meeting as a network of professionals to:
  • build and exchange knowledge of the research presented and its use,
  • build and refine facilitation/coaching knowledge and skills,
  • contribute to design and delivery of professional development modules based on district data (context and current state in moving to action),
  • communicate expectations of district facilitator/coaches, and
  • assess facilitator/coach needs.
Professional Development:Data-Driven, Training to Practice, Job-Embedded, and Follow-Up
  • Interactive modules designed and delivered for all district Network and on-site follow-up sessions - designed as training to practice models.
  • Ongoing assessment of team progress and district team and coach/facilitator feedback used to inform subsequent module development.
  • Professional development focused on:
  • building a knowledge base where participants acquire new knowledge and information and build conceptual understanding,
  • observing models and examples where participants study examples in order to develop a practical understanding of the research,
  • using quality processes and tools where participants not only build individual knowledge and skills, but capacity to teach others,
  • reflecting on practice where participants analyze their individual and collective practice on the basis of new knowledge,
  • changing practice where participants translate their new knowledge into individual and collaborative plans and actions for instructional and organizational change for improvement, and
  • gaining and sharing expertise where participants continue to refine their practice, learn from internal and external system colleagues while also sharing practical wisdom with their colleagues.
On-line Learning Community: Extended Support and Communication with Colleagues
  • Interactive website to extend participant learning:
  • Resource Library : Electronic access to all modules, resources, protocols, and tools.
  • Discussion Board : Tool to share resources and engage in ongoing timely dialogue with colleagues.
  • Ask Your Partners : On-line Q&A system to pose burning questions related to areas such as network content while receiving timely answers.
Monitoring and Evaluation
  • On-going evaluation of professional development context, process, and content.
  • Use of multiple data sources and data collection methods.
  • Data turned into information to guide improvement, inform next step module design and delivery, and demonstrate impact.

Questions & Answers

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In biology, a pathogen (Greek: πάθος pathos "suffering", "passion" and -γενής -genēs "producer of") in the oldest and broadest sense, is anything that can produce disease. A pathogen may also be referred to as an infectious agent, or simply a germ. The term pathogen came into use in the 1880s.[1][2
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Source:  OpenStax, Education leadership review, volume 12, number 2 (october 2011). OpenStax CNX. Sep 26, 2011 Download for free at http://cnx.org/content/col11360/1.3
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