Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists

• Published in: Language, speech & hearing services in schools Vol. 46; no. 3; pp. 181 - 193
• Main Authors: Murza, Kimberly A, Ehren, Barbara J
• Format: Journal Article
• Language: English
• Published: United States American Speech-Language-Hearing Association 01-07-2015
• Subjects: Data; Data Use; Decision Making; Education, Continuing - methods; Education, Continuing - organization & administration; Humans; Models, Educational; Professional Development; Program Evaluation; Program Implementation; Schools; Speech Language Pathology; Speech-Language Pathology - education; Speech-Language Pathology - organization & administration; United States; United States
• ISSN: 0161-1461; 1558-9129
• DOI: 10.1044/2015_LSHSS-14-0101

Purpose: School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method: This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs, and a specific model for measuring change--the concerns-based adoption model (CBAM; Hall & Hord, 2015). An example of how CBAM was used to examine the adoption process with school-based SLPs in a large school district is provided. Conclusion: Based on the review of the literature, the current approach to PL experienced by most SLPs is problematic. High-quality PL should target improvement in student outcomes and should be focused, ongoing, supported, and evaluated.