Acknowledgements

Irene Consack Special Education

Lori Dewar Professional Learning, Training, and Leadership Development Unit
Elaine DiMeglio IT-ICT Training and Professional Development
Janice Gillespie Continuing Education
Mary Ann Magliocchi Employee Services – Elementary Teaching
Robert Mewhinney Teaching and Learning
Lindsay Satterthwaite Communications and Public Affairs
Vidya Shah Model Schools for Inner Cities
Rita Simmons Professional Learning, Training, and Leadership Development Unit
Bill Smith Employee Services – Support Staff

For More Information:

Rita Simmons Moses Velasco

Manager Professional Learning Leader
Professional Learning, Training, and (416) 338-4044
Leadership Development Unit Moses.Velasco@tdsb.on.ca
(416) 338-4040
Rita.Simmons@tdsb.on.ca

TDSB Effective Practices for Providers of Professional Learning and Training

© 2012 Toronto District School Board

Reproduction of this document for use by schools within the Toronto District School Board is encouraged.

For anyone other than Toronto District School Board staff, no part of this publication may be reproduced, stored
in a retrieval system, or transmitted, in any form or by any other means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the Toronto District School Board. This
permission must be requested and obtained in writing from:

Toronto District School Board

Professional Learning, Training, and Leadership Development Unit
17 Fairmeadow Avenue
Toronto, ON M2P 1W6

Tel: 416-338-4026
Fax: 416-338-4037
Email: Professional Learning Unit (courseregistration@tdsb.on.ca)

Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due
acknowledgement. Any omission will gladly be rectified in future printings.

This document has been reviewed for equity.

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© 2012 Toronto District School Board TDSB Effective Practices for Providers of
Professional Learning and Training
The Professional Learning, Training, and Leadership Development Unit is committed to ensuring that all learning and
training opportunities in the Toronto District School Board (TDSB) are of the highest quality and have a positive impact on
student achievement and the achievement of department goals. TDSB Effective Practices for Providers of Professional
Learning and Training supports this objective.

Effective professional learning and training requires the union of many different elements. It begins with a clear
understanding of learning needs and objectives. From there, a knowledge of adult learning and design principles leads to
quality facilitation, the transfer of learning to practice, and an evaluation process that influences future learning and
training.

TDSB Effective Practices for Providers of Professional Learning and Training is about professional practices that support
a change in practice, as well as improvement in student achievement and the realization of department goals.

These Effective Practices fall into six categories:

 Assessment of Learning Needs

 Adult Learning Principles
 Design
 Facilitation/Presentation
 Transfer of Learning to Practice
 Evaluation

TDSB Effective Practices for Providers of Professional Learning and Training serves the following three key purposes:
This document:

1. It sets performance standards for the design and facilitation of professional learning and training. Along with the
TDSB System Standards for Professional Learning and Training, the Effective Practices document offers
guidance to providers, so that learning opportunities in the TDSB are impactful on student achievement and the
realization of department goals.

2. It brings clarity to the elements of impactful professional learning and training so that resources can be more
efficiently distributed and utilized.

3. It provides focus for the assessment, evaluation, and improvement of professional learning and training programs
in the TDSB, much like the Ontario Leadership Framework and the Performance Management for Schedule II
Competencies. Providers can use the indicators of success to set goals for strengthening their practices in any of
the six categories.

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© 2012 Toronto District School Board -1- TDSB System Standards for Professional
Learning and Training
While these practices are applicable to both face-to-face and virtual learning experiences, all items will not be applicable
or appropriate for all professional learning and training opportunities.

ASSESSMENT OF
EFFECTIVE PRACTICES INDICATORS OF SUCCESS
LEARNING NEEDS
Sources of Data Provider: Data collected may include:
 plans based on accurate and reliable  student data
data  educator data
 collects multiple sources of quantitative  department data
and qualitative data  system data
 gathers data from primary stakeholders  community data
 considers data from a variety of  quantitative data
stakeholders with multiple perspectives  qualitative data
Data may be collected through:
 diagnostic assessments
 formative assessments
 summative assessments
 Standard assessments (EQAO, DRA, CASI, etc.)
 educator-created assessments
 observations
 focus groups
 questionnaires
 surveys
 Help Desk calls
Data Analysis Provider: Analysis:
 completes a data analysis  Answers the question, “What do the data tell us?”
 uses data analysis to clarify goals and  Identifies strengths and gaps
establish action plans, benchmarks,  Identifies goals for students or department
and/or targets  Identifies goals for staff learning
 identifies performance gaps or
needs/job requirements
Multiple Solutions Are Provider considers: Provider considers:
Considered  non-training solutions to close the  new software, materials, staff, or other resources to
identified gap(s) or address the address identified gaps (e.g., brochure or web page is
identified need/job requirement created)
 multiple training solutions to close the  different ways to use software, materials, staff, or other
identified gap(s) or address the resources to address identified gaps
identified need/job requirement  a variety of training solutions, which may include one or
more of the following: workshop, demonstration, practice
with descriptive feedback, coaching, mentoring, job-
embedded learning, online training
Clarity of Goals Provider:  there are specific targets for what participants must learn
 clearly identifies desired outcomes to achieve goals
 ensures task analysis identifies  subtasks required to achieve learning goals are identified
subtasks, skills, and knowledge  skills and knowledge required are identified
required  level of understanding is identified:
 Awareness
 Knowledge
 Application

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© 2012 Toronto District School Board -2- TDSB System Standards for Professional
Learning and Training
 ADULT LEARNING EFFECTIVE PRACTICES INDICATORS OF SUCCESS
PRINCIPLES
A Supportive Learning Provider:  Physical or virtual learning environment
Environment  ensures physical or virtual learning environment supports learning needs (e.g., computer lab,
accommodates needs of learners and supports auditorium, classroom, interactive webinar,
social media).
learning through a variety of strategies
 Technology is easy to access and functional.
 establishes a learning environment that is  If possible, provider calls participants by name,
supportive and risk free  Participants feel free to question and challenge.
 ensures individual learning needs are being met  Presenter makes participants comfortable with
 uses a variety of teaching methods to engage mistakes as part of the learning process.
all participants  There are individual activities.
 ensures opportunities for active participation  There are small- or large-group activities.
 facilitates opportunities to practise and apply  Learning/application of learning takes place
new learning within the work environment of participants
 monitors implementation and spontaneously during work hours.
adjusts to meet the needs of participants  Humour is used to engage participants.
 Stories capture interest of participants and help
to provide context for learning.
 Provider makes a conscious decision to change
course to meet the needs of participants.

Opportunity for Provider:  A reflection sheet is offered at the end of the

Reflection  facilitates learners’ reflection on their learning at learning opportunity.
the conclusion of a learning experience  Opportunities are provided for personal, written,
 ensures opportunities for written or shared oral or verbal reflection throughout the learning
reflection throughout the learning experience experience.
 promotes and supports continuous analysis,  Participants are asked to examine how what
reflection, and metacognition to stimulate was learned will impact current practice.
participants’ change in current practice  Participants are asked to anticipate the
expected results of change in current practice.
Respect for Prior Provider:  Completion of pre-assessment aids provider in
Knowledge and  respects prior knowledge and experience of gaining understanding of prior knowledge and
Experience participants experience.
 assesses prior knowledge and experience, and  Examples relating to experience of participants
this is reflected in modifications made to the are used.
learning experience  Provider calls upon participants to share
 ensures support for all participants at various experience and provide insight.
stages of understanding  Opportunities are provided for dialogue and
discussion among participants in order to learn
from each other.
 Provider moves from small group to small group
or person to person to address questions or
concerns.

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© 2012 Toronto District School Board -3- TDSB System Standards for Professional
Learning and Training
 ADULT LEARNING EFFECTIVE PRACTICES INDICATORS OF SUCCESS
PRINCIPLES
Coherence Provider ensures:  Norms are shared/established.
 participants have a clear idea of what to expect  Agenda is provided.
 participants understand why they are learning  Provider gives overview of course, with
 learning session flows objectives.
 Instructions are clear.
 Provider checks for understanding.
 Provider relates each new component to the
previous component.
 When presenting new material, overall concept
is presented first.

Feedback Provider ensures: There is opportunity for:

 feedback is timely  self-feedback
 feedback is constructive  peer feedback
 opportunities for self-, peer, and provider  provider feedback
feedback are part of the learning opportunity’s  Feedback is specific and non-judgmental.
design  Feedback is related to outcomes for learning
 emphasis is on achieving the objectives of the opportunity.
learning opportunity  Feedback is related to participants’ individual
learning goals.
 There is time for reflection and dialogue with
peer(s).

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© 2012 Toronto District School Board -4- TDSB System Standards for Professional
Learning and Training
 DESIGN EFFECTIVE PRACTICES INDICATORS OF SUCCESS

Alignment with System Provider aligns learning opportunity with:  Plan includes reference to system priorities and
Priorities  School Improvement Plan how they are being addressed.
 Board Improvement Plan  Provider uses TDSB System Standards for
 Ministry strategic plans or goals Professional Learning and Training to address
 TDSB System Standards for Professional context, process, and content of learning
Learning and Training opportunity.
 Provider draws a direct connection between this
learning opportunity and existing initiatives.
Alignment with Needs Provider designs learning opportunity based on:  Needs assessment is completed.
Assessment  needs and goals identified through needs  Provider assesses prior knowledge and
assessment experience before or early in learning
 an understanding of participants’ prior opportunity.
knowledge and experience  Learning is planned to take place within the
 the context within which participants work and work context of participants.
learn  Plan includes examples directly relevant to
participants’ work context.
Equity Provider ensures:  Learning opportunity is accessible to those with
 design and facilitation processes incorporate ability challenges; i.e., a ramp is in place, there
the unique culture, race, gender, age, ability, is room for moving around tables/chairs, sign
and economic differences represented by language interpreter is provided, directions are
participants and within the community given orally and visually, facilitator has
 design and facilitation processes incorporate microphone.
the unique learning styles of participants  Materials and processes reflect diversity of
 learning materials and resources incorporate TDSB community.
the unique culture, race, gender, age, ability,  A variety of learning styles are addressed in the
and economic differences represented by design and facilitation processes:
participants and within the community  Auditory learning
 Visual learning
 Kinesthetic/hands-on learning
 Occurrence of bias is addressed and
confronted.
 If there are disparities in performances:
 assessment data is analyzed to determine
if disparities are due to biases in design
and facilitation
 assessment data is analyzed to determine
if disparities are due to biases in design of
assessment tool

Research Provider:  Credible resources by reputable and respected

 ensures design is research and data based experts in the field of professional learning and
 matches the appropriate model with intended training are used to support design.
results and learner needs  Design follows the TDSB System Standards for
 is guided by TDSB System Standards for Professional Learning and Training’s context,
Professional Learning and Training, a collection process, and content standards.
of research-based best practices in the field
Flexibility of Design  Provider ensures plan is a living document that  Changes are anticipated and plan is updated as
is revisited, evaluated, and adapted throughout information and requirements evolve during the
the design process design process.

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© 2012 Toronto District School Board -5- TDSB System Standards for Professional
Learning and Training
 DESIGN EFFECTIVE PRACTICES INDICATORS OF SUCCESS
Job-embedded Learning Provider:  There is application of learning within work
 integrates learning opportunity into the day-to- setting.
day practice of participants  Time for learning is provided during workday.
 facilitates examination of practice and a search  Learning begins with problem or issue of actual
for solutions to authentic and immediate practice.
problems of practice  Learning begins with data that informs
 ensures that learning is part of a cycle of establishment of outcomes and focuses
continuous improvement participants.
 Data is revisited on an ongoing basis and new
learning goals are set.
 Job-embedded learning may include, but is not
limited to:
 Coaching
 Mentoring
 Professional Learning Communities or
learning teams
 case discussions
 journals
 critical friends groups
 job shadowing
 professional book clubs
 online follow-up and support
 other
Learning Teams Provider:  Time for collaboration is provided during
 incorporates opportunities for collaboration workday.
among participants  Protocols and facilitation strategies:
 ensures collaboration opportunities are  support participation of all
supportive and encourage risk taking  keep team members on task
 incorporates multiple modalities, such as,  keep team members focused on common
Professional Learning Communities, online goals
communities, and/or teleconferences to support  ensure respectful treatment of all team
collaboration among participants that is members
supportive and encourages risk taking  Learning teams collaborate through:
 Professional Learning Communities or
teams
 online communities
 teleconferences

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© 2012 Toronto District School Board -6- TDSB System Standards for Professional
Learning and Training
 FACILITATION/ EFFECTIVE PRACTICES INDICATORS OF SUCCESS
PRESENTATION
Group Skills Provider:  Provider introduces self.
 establishes tone, expectations, and relationship  Purpose is stated.
Opening with group in the first 3–5 minutes  Specific goals are stated.
o Establishes focus  Agenda is provided.
o Builds audience rapport  Norms are shared/established.
o Energizes participants for learning  Opening of session activates and energizes
o Sets norms participants.
 Answers three questions:  Presenter may focus participants by:
o Who are you? o sharing a startling statement or statistic
o What is the topic? related to the topic
o How does this topic relate to o stating a problem question
participants?  Learning tasks are scaffolded for success.
 Humour is effectively used and has a direct
relevance to the content. Some examples might
be:
 autobiographical comments (self-
deprecating humour)
 cartoons
 synectic exercise (promotes metaphorical
thinking – e.g., “What game are you playing
in this organization?” “We’re playing
badminton in a hurricane.”
 “Fast-break statements” surprise people
with an unexpected final thought and
encourage a playful atmosphere.
Group Skills Provider:  Protocols are used to support group sharing
 supports groups in addressing their own needs and learning.
Body so tasks can be accomplished and outcomes  Protocols and facilitation strategies:
achieved  support participation of all
 puts in place structures for successful group  keep participants on task
work  keep participants focused on common
goals
 ensure respectful treatment of all
participants
 Observation skills and questioning skills are
used to focus support for participants.
 There are opportunities for discussion,
reflection, and assessment of new practices.

Group Skills Provider:  A summary of learning is provided.

 leaves participants with a sense of  Participants are given an opportunity to
Closing accomplishment consolidate their learning through individual or
 leaves participants with a clear understanding group activities.
of the value of their learning experience  Participants are clear about next steps.

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Learning and Training
 FACILITATION/ EFFECTIVE PRACTICES INDICATORS OF SUCCESS
PRESENTATION
Communication Skills Provider:  Provider speaks clearly.
 is easily understood by participants  Jargon is used sparingly or clearly explained.
 uses communication skills to engage and  If possible, provider calls participants by name
challenge participants throughout learning opportunity.
 Provider makes eye contact with participants.
 Provider actively listens to participants and
responds appropriately.
 Provider uses credible voice to inspire
confidence in participants and approachable
voice to encourage participation.

Materials and Provider:  Visual aids are clear and uncluttered.

Visual Aids  prepares agenda, materials, and visual aids  Materials and visual aids include direct
 ensures materials are relevant to learning connection to participants’ work requirements.
needs and can be used in the workplace  Materials anticipate and address frequently
without assistance asked questions.
 uses visual aids, equipment, and tools
effectively, to support achievement of learning
objectives
Instructional Strategies Provider uses:  Provider clearly explains the process for
 instructional strategies appropriate for learning learning.
goals  Provider intervenes on process issues and
 a variety of instructional strategies and debriefs the process with participants.
maintains an appropriate level of energy and  Provider asks questions and paraphrases, to
enthusiasm drive thinking and increase learning and
 a variety of instructional strategies to provide retention.
content and support transfer of learning to  Provider reads the tone and pace of the group,
practice and adapts the process to best serve the
 proven research-based processes to engage learning needs of participants.
participants in their learning  Participants are made aware of upcoming
 a bank of effective strategies to move transitions in the learning process.
participants from one experience to the next  Bridges and transitions are clear and link
sections appropriately.
 In addition to learning content, participants have
the opportunity to:
 practise new learning
 reflect on and process learning
 interact with other participants in a variety
of ways

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© 2012 Toronto District School Board -8- TDSB System Standards for Professional
Learning and Training
 TRANSFER OF
LEARNING TO EFFECTIVE PRACTICES INDICATORS OF SUCCESS
PRACTICE
Plan for Transfer of Provider:  Learning content and activities are linked to job
Learning to Practice  understands transfer and sets an expectation of and organization requirements.
transfer by eliciting examples of when the  Initiatives to support transfer of learning include:
information, skill, or concept is used in  communication of expectations
workplace  active engagement in learning experiences
 establishes structure and opportunities for  timely feedback
continuous learning through coaching,  scheduled coaching/mentoring support
modelling, observation, and feedback  other
 establishes timeline for implementation of  Provider offers further assistance, if needed.
appropriate follow-up activities, programs, and  Expected practices are modeled.
practices  There are opportunities for practice.
 Follow-up support may include, but is not
limited to:
 emails
 ongoing learning through social media
 phone calls
 sharing of resources
 face-to-face meetings
 coaching/mentoring
 other
Resources Provider ensures:  Materials can be used in the workplace without
 processes, resources, and time required are in assistance.
place to support transfer of learning  Available technology is explained and secured,
 materials are developed, people resources are to increase likelihood of transfer to practice.
prepared, and available technology is secured,  Coaches and peer mentors are clear about their
to increase likelihood of transfer to practice roles and responsibilities.

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© 2012 Toronto District School Board -9- TDSB System Standards for Professional
Learning and Training
 EVALUATION EFFECTIVE PRACTICES INDICATORS OF SUCCESS

Ease of Use Provider: Evaluation may include, but is not limited to:
 ensures evaluation is clear and easy to  checklist
complete  scaling questions
 online survey
 uses technology to simplify data collection and
 focus group
reporting

Levels of Evaluation Provider:  Evaluation completed on the day of learning

 evaluates participants’ reactions to the learning opportunity.
experience and new learning  Evaluation includes questions about:
 evaluates new learning  the context, process, and content of the
 evaluates organizational change learning opportunity
 evaluates application of new learning  new learning and how it connects to and
 evaluates impact on student achievement or supports the work of participants
department goals  support needed to implement new learning
 Evaluation completed four to six weeks after
learning opportunity is complete.
 Evaluation includes questions about:
 support for implementing new learning—
what structures, leadership, and/or
resources exist, and what’s needed
 change in practice due to learning
opportunity
 impact on student achievement or
achievement of department goals
 Evaluation (formal or informal) takes place on
an ongoing basis, throughout learning
opportunity, to ensure that learning needs are
being met.

Application of Provider:  Provider is constantly engaged in the evaluation

Evaluation Data  ensures evaluation is purposeful and results or process (formal or informal).
goal driven  Provider reflects on evaluation data.
 Changes are made, as necessary, during the
 uses evaluation results to inform future
learning process in response to data.
professional learning or training  Changes are made, as necessary, to future
 evaluates at multiple times throughout the learning opportunities based on data.
learning process to inform adjustments,  Post-assessment feedback and coaching are
modifications, or revisions provided along with additional opportunities to
 evaluates the evaluation practice, as required.
 Participants receive support based on
evaluation data.
 Provider reflects on ability of evaluation to
provide the information required to both support
participants and improve programming.
 Evaluation is modified to better achieve its
purpose.

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© 2012 Toronto District School Board - 10 - TDSB System Standards for Professional
Learning and Training
NOTES:

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© 2012 Toronto District School Board - 11 - TDSB System Standards for Professional
Learning and Training
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© 2012 Toronto District School Board - 12 - TDSB System Standards for Professional
Learning and Training