Ramey and Ramey’s (2008) KAIS theory of professional development is a “practical tool in conceptualising, planning, providing and evaluating the effectiveness of professional development” (p.42). The KAIS theory of professional development is based on three interrelated strands; (1) Knowledge Application, (2) Information and (3) Systems which Ramey and Ramey consider to be equally important in terms of the effectiveness of professional development. As illustrated in Figure 8 there are many aspects which can influence the effectiveness of professional development and all of these elements have been carefully considered and incorporated in the present study. The characteristics of participants were determined through administering several surveys pre-test so that the professional development could be tailored to meet the beliefs, knowledge, skills and experiences of the specific participants. Discussions with relative administrative personnel were conducted prior to each school’s participation in the study, to ensure that they would provide relevant administrative support for their teachers to implement changes in their instructional practices when teaching beginning. These preliminary discussions were vital to ensuring that the professional development and changes in teachers’ instructional practices while teaching reading would be supported, encouraged and valued. Each of the schools involved in the study offered their strong support for implementing evidence-based changes for their teachers when teaching reading through providing; time for their teachers to complete various surveys; time for each teacher to be observed five times throughout the year; time for teachers to attend one full day of professional development; time for an interview at the completion of the study, and time for discussion and feedback with the expert and researcher at mutually convenient times. Information about the effectiveness of the professional development was gathered through the collection of surveys and changes in each teacher’s instruction were measured on an observation tool. The various elements of data allowed the researcher to comment on the effectiveness of the professional development in terms of each teacher’s; knowledge, beliefs about reading instruction and changes in their instructional practices while teaching beginning reading. Observable changes in teachers’ instructional practices were documented throughout each of the five observations and these changes can be attributed to the professional development provided.
105 This specific KAIS (Ramey & Ramey, 2008) theory of professional development was chosen for the present study as it addresses all of the elements discussed in the literature regarding professional development and includes specific aspects of professional development which need to be addressed in order for it to be successful in terms of teachers making sustainable changes (Figure 8).
Figure 8. Knowledge Application Information Systems (KAIS) theory of professional development
(Ramey & Ramey, 2008, p.49)
Knowledge Application is based around the commitment to providing effective support to young children based on scientific evidence based knowledge which will enhance and promote learning (Ramey & Ramey, 2008). This focus on providing professional development that is based on evidence based research is a recurring theme in the literature (Brady, et al., 2009; DEST, 1998, 2005; Guskey, 2002a; Hawley & Valli, 1999; Martinez-Beck
Characteristics of PD participants
Knowledge, attitudes, skills, prior experience
Early Childhood Education Environment
Overall quality and supports for implementing evidence- based practices Gathering and Using Information about PD Effectiveness
Overall Increases in Quality of Education and Care Provided Observable Improvements in Performance Related to PD Positive Child Outcomes Initial Child Status Other Sources of Influence Professional Development (PD) Activities
Designed to promote knowledge application within a systems
106 & Zaslow, 2006; NRP, 2000; Ramey & Ramey, 2008; T. Smith, 2008; Tayler, 2010; Woollard, 2009). The Australian influential report, NITL (DEST, 2005) stated that teachers must be provided with mentoring and “...ongoing opportunities for evidence-based professional development about effective literacy teaching” (p. 59). Teachers need opportunities to increase their knowledge base and understanding about the content in order to be able to teach it effectively (Brady et al., 2009; Hawley & Valli, 1999; Moats, 2009a & 2009a; Podhajski et al., 2009). The Knowledge Application strand is particularly relevant to this study as the professional development that was presented was based on extensive research in direct instruction and more specifically the explicit and systematic instruction in teaching phonological awareness and phonics. When the professional development is based on sound research it is more likely to be effective, more sustainable and well received by teachers and school administrators (Guskey, 2002a; Hamre et al., 2008; Hawley & Valli 1999; Martinez-Beck & Zaslow, 2006; Ramey & Ramey, 2008; T. Smith, 2008).
The second strand, Information, is concerned with whether professional development actually affects teachers’ practice, knowledge, skills, and understanding. This was an important aspect of this study as one of the aims was to determine how the professional development changed the teachers’ Let’s Decode (Formentin, 1993) instructional practices through the Let’s Decode (Formentin, 1993) script in teaching phonics and phonological awareness. Carlisle and Berebitsky (2011) acknowledge that improving teachers’ understanding of effective instruction is the core purpose of professional development and that research has demonstrated that teachers’ knowledge about reading and effective reading instruction improves when they engage in professional development programs that are intensive and extend over a period of time. By observing teachers five times throughout the year and providing an intensive one day professional development workshop as well as mentoring, modelling and coaching to each participant this research is aiming to provide teachers with opportunities to make real and lasting changes to their instructional practices through Let’s Decode. An observational tool developed by Hammond (2010), and trialled in a similar research project in 2010 was used to determine to what extent teachers changed their instruction to match Let’s Decode instruction in teaching phonological awareness and phonics. The teachers in the present study were observed five times throughout the
107 duration of the year using the same observational tool based on Engelmann and Carnine’s, Theory of Instruction (1991).
This method of assessing changes in teachers’ instruction after professional development is different to the standard way of teachers providing feedback to the presenters or company on whether the presentation was enjoyable or whether they found it useful and interesting (Hawley & Valli, 1999). Sykes (1999) also stated that current professional development seminars aren’t evaluated in terms of whether they were worthwhile or whether there was a “significant change in teaching practice has occurred as a result of teacher professional development...” (p.169). This study is different as the success and effectiveness of the professional development will be discussed in terms of the changes observed and recorded in the teachers’ Let’s Decode (Formentin, 1993) instructional practices through systematic observations and an observational tool based on the Theory of instruction (Engelmann & Carnine, 1991) and elements of Let’s Decode. Guskey (2002b) states that evaluating professional development in terms of gains to teachers’ knowledge, skills and instruction over a period of time is far more valuable than simply asking the simple questions that determine whether the teachers enjoyed the professional development or found it valuable.
The third strand, Systems Theory, is based on the understanding and recognition that children’s learning opportunities are part of a school system, and the role that the system plays in whether the professional development knowledge is able to be implemented effectively and over long periods of time. This strand takes into account and acknowledges all of the possible threats to its successful implementation and how professional development presenters and school administrators must acknowledge this and support changes when required (DEST, 1998, 2005; Guskey, 2002b; Hawley & Valli, 1999; T. Smith, 2008; Sykes, 1999). Carlisle and Berebitsky (2011) also note that there are many aspects of a school’s system and culture that may influence and impact on the teachers’ attitudes towards teaching reading as well as their school’s ability to implement and support the implementation of new instructional methods. In the present study the professional development presenter/expert was familiar with each school’s systems, policies and administrative constraints due to strong relationships which had been developed in the years prior to the commencement of this study. The researcher and professional
108 development presenter knew that these strong relationships would be integral to the success and effectiveness of the professional development and on-going coaching throughout the year. As a result of the relationships established, the presenter/expert was able to acknowledge and accommodate the different needs of each school involved and work with any challenges or possible threats to the effectiveness of implementing the changes as a result of the professional development provided.
All of the theoretical understandings in the KAIS theory of professional development (Ramey & Ramey, 2008) were deliberately considered and implemented in the methodology of this study. However, the KAIS theory only provides the theoretical beliefs which underpin effective professional development and therefore a practical framework was required to implement the theoretical beliefs outlined in the KAIS model. Therefore, a Formative Assessment Model (FAM) (Hamre et al., 2008) was included as the key components of the model matched the present study as it involves observing teachers using a standardised tool and providing mentoring and feedback after each observation and throughout the year (Hamre et al., 2008). The researcher took into consideration all of the aspects of the KAIS model and aligned them with the key components of the FAM model in order to present and create a solid theoretical and practical framework for providing effective, sustainable, evidence-based professional development for the participants in the study.