Title: Building Professional Development Capacity

The purpose of this session is to enable participants to conceptualize the overarching goal of professional learning: improved professional practice that leads to increased academic performance in students. The session includes facilitating the development and application of skills and knowledge necessary to plan and implement professional development to increase improved professional practice, enhance the quality and outcomes of professional learning, and improve student academic performance. This session provides participants with an opportunity to actively engage with the Professional Learning Standards adopted by the North Carolina State Board of Education.

Session Description:
This session focuses on participants developing teacher-leaders to plan and deliver high-quality professional development in their LEAs, schools, PLCs, and communities. Key components of successful professional development addressed include establishing participant buy-in, establishing compelling coherence of skills and content, and ensuring the transfer and use of what is learned. Focused planning on standards-based professional learning will be emphasized.

Session Objectives: Participants will be able to...

  • Understand the attributes of effective professional learning that influence educator practice and student learning.
  • Develop an understanding about how adults learn to create engaging, practical, and relevant professional learning.
  • Apply characteristics of effective planning to make decisions about the design of learning experiences.
  • Examine how change affects individuals differently in order to respond appropriately to their concerns.
  • Apply techniques for facilitating and engaging effective collaborative learning.
  • Define evaluation in relationship to professional learning.
  • Acquire strategies, tools, and resources to assist in evaluating professional learning - Building PD Capacity Toolkit.

Learner Outcomes: Participants will…
  • Gain a deeper understanding of the attributes of effective professional learning that influence educator practice and student learning;
  • Develop an understanding about how adults learn to create engaging, practical, and relevant professional learning.
  • Acquire strategies, tools, and resources to assist in evaluating professional learning - Building PD Capacity Toolkit.

Meet the Presenters:
Building Professional Development Capacity Team
  • Introductions at table
  • One member shares out for the group
    • Names
    • Districts
    • Roles

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Use this link to ask questions any time during the session

Downloadable Power Point Presentation

Building Background Knowledge

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How did you become an effective teacher? (Hickory)... at AnswerGarden.ch.

How did you become an effective teacher? (Greenville)... at AnswerGarden.ch.

LEAs: Use the template below to discuss the characteristics of yourself and another group of teachers/leaders with whom you work. Where do you fall on the continuum? Where do your peers fall? How can you and/or your teammates move along the continuum?

IHE: Think of your students and how they respond to new ideas and new content. How can you as IHEs help students move towards acceptance and commitment in the work that you do?

Learning buyin.PNG

Link to Graphic

Standards for Professional LearningStandards for Professional Learning.png

The Standards for Professional Learning serve as indicators that guide the learning, facilitation, implementation, and evaluation of professional learning.

Link to Standards for Professional Learning
(print standard guide)

The seven new standards focus attention on educator learning that relates to successful student learning. Implicit in the standards are several prerequisites for effective professional learning. They are so fundamental that the standards do not identify or describe them. These prerequisites reside where professional learning intersects with professional ethics. Professional learning is not the answer to all the challenges educators face, but it can significantly increase their capacities to succeed. When school systems, schools, and education leaders organize professional learning aligned with the standards, and when educators engage in professional learning to increase their effectiveness, student learning will increase.

Activity - Standards for Professional Learning Prerequisites:

Read and consider the four prerequisites. Use the 'Double-sided Journal' to record your thoughts. Complete the left side of the journal with your personal beliefs. Respond to the right side of the journal with the perspective of how you feel the district supports your ability to be prepared for effective professional learning.
  1. Educators' commitment to student, all students, is the foundation of effective professional learning.
  2. Each educator involved in professional learning comes to the experience ready to learn.
  3. Because they are disparate experience levels and use of practice among educators, professional learning can foster collaborative inquiry and learning that enhances individual and collective performance.
  4. Like all learners, educators learn in different ways and at different rates.

Follow this link to access the Journal

double-sided journal.PNG

Activity - Summer Social

  • Get up and move around
  • Find a partner and discuss the guiding questions listed on the note cards
  • Keep moving and find more partners

How might the characteristics of the educator influence the prerequisites for professional learning?

How do resistance/denial, confusion/uncertainty, acceptance/exploration, and commitment/creation inform how district and building leaders plan professional learning experiences?

Activity - Review the Standards for Professional Learning Quick Reference Guide

Table discussion (5 min)
Share out thoughts using the Padlet (2 min)

Understanding How to Build Professional Development Capacity
Learning Forward graphic.PNG

Relationship between professional learning and student results:
  1. When professional learning is standards-based, it has greater potential to change what educators know, are able to do, and believe.
  2. When educators’ knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use to adapt their practices to meet performance expectations and student learning needs.
  3. When educator practice improves, students have a greater likelihood of achieving results.
  4. When student results improve, the cycle repeats for continuous improvement.

Activity - Download the Google Doc as a Word Document. Review the supporting documents and complete the Google form.

Link to Google Doc


Implementation, Monitoring & Follow-up
Connecting the Standards.png

Standards for Professional Learning are designed to set policies and shape practice in professional learning. Improvement is a continuous process without a beginning or end. Because professional learning is at the core of every effort to increase educator effectiveness and results for all students, its quality and effectiveness cannot be left to chance. The standards will guide the efforts of individuals, teams, school and school system staff, public agencies and officials, and nonprofit and for-profit associations or organizations engaged in setting policy, organizing, providing, facilitating, managing, participating in, monitoring, or measuring professional learning to increase educator effectiveness and results for all students.

Handout - Connecting the Standards

Professional Learning Standards

Activity - Jigsaw Using the Tool Kit
  • Home
  • Plan
  • Implement
  • Evaluate
  • Follow-Up
  • Tools
  • Resources


  • How does evaluation of professional learning support educator growth?
  • What will you do differently as a result of this new knowledge?

Tool Kit & Delivery Resources


Summary and Wrap-Up


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