Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists 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 ... Tutorial
Tutorial  |   July 2015
Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists
 
Author Affiliations & Notes
  • Kimberly A. Murza
    University of Northern Colorado, Greeley
  • Barbara J. Ehren
    University of Central Florida, Orlando
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Kimberly A. Murza: kimberly.murza@unco.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: LaVae Hoffman
    Associate Editor: LaVae Hoffman×
Article Information
School-Based Settings / Attention, Memory & Executive Functions / Tutorial
Tutorial   |   July 2015
Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists
Language, Speech, and Hearing Services in Schools, July 2015, Vol. 46, 181-193. doi:10.1044/2015_LSHSS-14-0101
History: Received November 3, 2014 , Revised February 11, 2015 , Accepted April 21, 2015
 
Language, Speech, and Hearing Services in Schools, July 2015, Vol. 46, 181-193. doi:10.1044/2015_LSHSS-14-0101
History: Received November 3, 2014; Revised February 11, 2015; Accepted April 21, 2015

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.

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