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Dodge City Public Schools

RADAR User Guide

RADAR User Guide

RADAR
RELEVANT • ALIGNED • DATA-DRIVEN • ACTION-ORIENTED • RESULTS-DRIVEN
Protocol for Identifying & Recommending Relevant Professional Development Activities
USER GUIDE


KELLEY CLARK
Professional Development Coordinator
USD 443 – Dodge City Public Schools

clark.kelley@usd443.org

RADAR User Guide - Printable Version

  • Dodge City Public Schools is committed to providing professional learning opportunities that meet Learning Forward’s Standards for Professional Learning.

    • Learning Communities
    • Resources
    • Learning Designs
    • Outcomes
    • Leadership
    • Data
    • Implementation

    Professional learning that increases educator effectiveness and results for all students:
    …occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
    …requires prioritizing, monitoring, and coordinating resources for educator learning.
    …integrates theories, research, and models of human learning to achieve its intended outcomes.
    …aligns its outcomes with educator performance and student curriculum standards.
    …requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
    …uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.
    …applies research on change and sustains support for implementation of professional learning for long term change.

  • Instruction

    • Training
      • Definition of practice (common language)
      • Rationale
      • Process/Materials
      • Assessment/Success criteria

    Implementation

    • Instructional Coaching
    • PLCs
    • Accountability
    • Documentation

    Evaluation

    • Assessment
      • Student learning
      • Teacher instruction
    • Data analysis
      • PLCs

    Reflection

    • Identify successes & opportunities for growth
    • Determine training needs
      • New goal
      • Refinement of current goal

    For more information, see the district’s Comprehensive Literacy Guide

     

  • This Professional Development Planning Guide is designed to provide the framework by which professional development plans at the district, building, and individual levels may be created. This framework provides a consistent structure for identification of professional learning needs at all levels, establishment of improvement goals and outcomes, planning and delivery of relevant professional learning opportunities, and implementation and evaluation of the effectiveness of professional learning.

    The following are recommended steps for developing professional learning plans as outlined in “Professional Learning Plans: A Workbook for States, Districts, and Schools” by Learning Forward*:

    1. Analyze student learning needs.
    2. Identify characteristics of community, district, school, department, and staff.
    3. Develop improvement goals and specific student outcomes.
    4. Identify educator learning needs and develop goals and objectives.
    5. Study research for specific professional learning programs, strategies, or interventions.
    6. Plan professional learning implementation and evaluation, including establishing a logic model for specific professional learning programs.
    7. Implement, evaluate, and sustain the professional learning.

    Consideration for each phase of the district’s Professional Learning Cycle (see previous page) should be included in all professional learning planning. Use of the RADAR Protocol Planning Tool and Standards for Professional Learning Planning Tool ensures alignment of professional learning to:

    • Student learning needs.
    • District Strategic Action Plan.
    • Standards for Professional Learning.

    * Killion, J. 2013. Professional learning plans: A workbook for states, districts, and schools. Oxford, OH: Learning Forward (See Table 1, page 6)

Using the RADAR Protocol to Identify and Plan Professional Learning

  • Step 1: Use the Teacher Professional Development Logic Model (below) as a pre-planning guide when considering any professional learning experience.

    RADAR - Teacher Professional Development Logic Model

    Haslam, M.B. January 2010. Teacher professional development evaluation guide. Prepared for National Staff Development Council

    Step 2: Complete a RADAR Protocol Planning Tool for initial considerations.

    Step 3: Submit the completed RADAR Tool to the appropriate person in the Continuous Feedback Loop for initial consideration & progression through approval process.

    Step 4: Upon approval by the Deputy Superintendent, complete the Standards for Professional Learning Planning Tool for detailed planning to ensure standards alignment.

  • RADAR Protocol Continuous Feedback Loop

    RADAR Protocol Continuous Feedback Loop graphic

    • As the RADAR form progresses through the approval process, the form may be returned for additional information/adjustment and resubmission.
    • The Professional Development Coordinator will send an email notifying the person initiating the RADAR form whether the request was approved or denied.
    • If the request is denied, the reasons for denial will be included in the email. The initiator may appeal the decision and provide additional information for consideration.
    • If the request is approved, the Professional Development Coordinator will email a Standards for Professional Learning Planning Tool to any necessary individuals to begin the planning process.

  • Relevant
    What is the learning topic/goal(s)? What need(s) does this meet & for whom?

    • QUESTIONS FOR CONSIDERATION
      • Briefly describe:
        • What student learning needs indicate the necessity for this professional learning? What data was used to identify the need and what did analysis show?
        • What educator learning needs indicate the necessity for this professional learning? What data was used to identify the need and what did analysis show?
        • What is/are the goal(s) of this professional learning?
        • Do participants recognize the need for this professional learning? If not, how will recognition of the relevance of this professional learning be achieved?
    • LEARNING FORWARD STANDARDS for PROFESSIONAL LEARNING ALIGNMENT
      • Data

  • Aligned
    How is this learning aligned to state, district, &/or building goals?

    • QUESTIONS FOR CONSIDERATION
      • Briefly describe:
        • How is this professional learning aligned to the District Strategic Action Plan?
        • Where does further alignment occur?
        • Kansas Curricular Standards
        • KESA goals
        • Research
        • Educator evaluation rubric
        • School Improvement Plan
        • Other
      • How will alignment be made explicit for participants?
    • LEARNING FORWARD STANDARDS for PROFESSIONAL LEARNING ALIGNMENT
      • Learning Communities
      • Learning Designs
      • Outcomes

  • Data-driven
    What data will be used to determine need & monitor progess? How will it be used?

    • QUESTIONS FOR CONSIDERATION
      • Briefly describe:
        • What data will be used to monitor progress?
        • FastBridge – Which specific tests/reports?
        • eWalkthrough
        • Intervention progress monitoring tools (e.g. PAST, QPS)
        • Other
        • How often will data be collected? By whom?
        • To whom will progress monitoring data be reported? How will progress be communicated to educators?
    • LEARNING FORWARD STANDARDS for PROFESSIONAL LEARNING ALIGNMENT
      • Data
      • Learning Communities

  • Action-oriented
    How will the learning take place? How will the learning ve supported?

    • QUESTIONS FOR CONSIDERATION
      • Briefly describe:
        • How will the initial learning take place?
        • How will the learning be supported? What additional levels of professional learning will be necessary?
        • Instructional coaching
        • Peer groups
        • Administrator feedback
        • PLCs
        • Other (study groups, demonstrations, additional meetings, etc.)
        • How will educators be held accountable for implementation?
        • What support might leadership need?
    • LEARNING FORWARD STANDARDS for PROFESSIONAL LEARNING ALIGNMENT
      • Learning Communities
      • Leadership
      • Implementation

  • Results-driven
    What is the anticipated impact on students?

    • QUESTIONS FOR CONSIDERATION
      • Briefly describe:
        • What will success look like?
        • What will be the difference in student achievement?
        • What will be the difference in educator practice?
        • What skills and knowledge will participants be expected to demonstrate following the professional learning?
        • What interim outcomes will be benchmarks as indicators of progress toward success?
    • LEARNING FORWARD STANDARDS for PROFESSIONAL LEARNING ALIGNMENT
      • Data
      • Outcomes

RADAR Protocol Planning Tools

  • RADAR Protocol Planning Tool v.1 chart

  • RADAR Protocol Planning Tool v.2 chart