Before You Hire

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"Did you know in New Zealand, they require a professional development organization to share what their effect size is for whatever intervention they happen to be pushing?" That's a pretty sobering thought. It's important to ask questions that assess the effectiveness of any workshop or practice. You can imagine that most strategies we see advocated for today are ineffective and not research-based. 

Did You Know?

You can check Corwin's Visible Learning MetaX database to look for strategies that are effective (d => .40).

Some time ago, I began sharing some of the critiques of John Hattie's work here in this blog. My goal was to discover how in the heck schools had missed John Hattie's work (aside from him working in Australia or New Zealand). I couldn't imagine that they had missed that work as I had. 

Some of my searches yielded this write-up at Project Achieve entitled, "Critical Questions to Ask your “Hattie Consultant” Before You Sign the Contract." I've seen that Corwin is publicizing their conferences which feature John Hattie, Dr. Sonny Magala's work, as well as others. My goal in mentioning that isn't to disparage, but to attempt some critical thinking.

Wouldn't it be cool to have a list of questions for adopting a professional development provider similar to the cheatsheet below?

Embracing Hattie PD?

I found myself reviewing the following caution from "Howie" at Project Achieve, who wrote the blog entry (well-worth reading when you have some time). 

...districts and schools need to ask a series of specific questions when consultants (who want to be hired) say that their consultation is guided by Hattie’s research....In the end, schools and districts should not invest time, money, professional development, supervision, or other resources in programs that have not been fully validated for use with their students and/or staff.
  The set of questions shown below are worth considering for ANY consultant.
  1. What training and experience do you have in evaluating psycho-educational research as applied to schools, teaching staff, and students—including students who have significant academic and/or social, emotional, or behavioral challenges?
  2. In what different kinds of schools (e.g., settings, grade levels, socio-economic status, level of ESEA success, etc.) have you consulted, for how long, in what capacity, with what documented school and student outcomes?
  3. How does this experience predict your consultative success in my school or district?
  4. When guided by Hattie’s (and others’) research, what objective, research-based processes or decisions will you use to determine which approaches our district or school needs?
  5. How will you determine the implementation steps and sequences when helping us to apply the selected approaches?
  6. What will happen if our district or school needs an approach that you have no experience or expertise with?
  7. How do you evaluate the effectiveness of your consultation services, and how will you evaluate the short- and long-term impact of the strategies and approaches that you recommend be implemented in our district or school?
As I review these, it becomes clear that the questions result in answers that will push any district's thinking on Hattie consultants.

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure


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