Supported by the National Science Foundation under Grant No. EHR-0315060 Learning Community Forum Where are we headed and why?

Supported by the National Science Foundation under Grant No. EHR-0315060

Learning Community Forum

Where are we headed and why?

4 Guiding Questions

• What have we learned and why?

• How does all that fit in with the idea of professional learning communities?

• How can our learning communities focus on improving instruction?

• How can we learn more through our K12- Higher education partnership?

Today

• Teacher Leader Development– Science Content Knowledge– Instructional Strategies– Leadership Practices

• Professional Learning Community Development– Data Driven Planning– Building PLC’s

Process

• Rationale: What does research support?

• Response: What strategies did NCOSP apply?

• Evidence: What does the data say?

• Personal Connection: How does that fit with my personal reflections?

Science Content Knowledge

• Why does science content knowledge matter?

Research

“It is a truism that teachers must know the content that they are to teach.”

Taking Science to School, NRC, 2006


Research

“Teacher knowledge influences instructional practice and, in particular, classroom discourse – an integral component of science learning environments – is sensitive to teachers’ knowledge of science.”



Research

"Teachers who know the content and how the content builds from understanding of many topics are better able to diagnose and address confusions. They know the next best question to ask when students are engaged in inquiry."

Keeley, P. Corwin, 2005


Research

“Higher levels of teacher subject matter knowledge contribute to higher student achievement.”



Research

“Teachers need opportunities to be involved in sustained learning, through teaching that models the methods that they are being urged to adopt.”

How People Learn, NRC,1999


Research


Summer Academy Content Immersions

Strategies

TLs’ Science Content Knowledge

Course Pre-test Mean (%correct)

Post-test Mean (%correct)

One-year Follow-up (%correct)

Number of Inservice Teachers

SA 2004: Physical Science

37 87* 58** 50

SA 2005: Life Science

67 84* 78** 165

SA 2006: Earth Science

65 85* To be administered in summer 2007

143

* Denotes statistically significant increase from pre-test to post-test at p < 0.05** Denotes statistically significant increase from pre-test to one-year follow-up at p <0.05

Data


1) Describe an example from one of the Summer Academies where you distinctly remember “learning” a new science concept.

2) Describe an example of where the content knowledge examined during one of the Summer Academies contributed to your teaching.

3) What strategies do you use to develop your content knowledge outside of formal courses and workshops?

Reflection

• What strategies support student learning?

Instruction

Research

“A critical feature of effective teaching is that it elicits from student their preexisting understanding of the subject matter and provides opportunities to build on – or challenge – the initial understanding.”

How People Learn, NRC, 1999

Instruction

Research

“Effective instruction helps students develop both a deep knowledge base and a conceptual framework for that knowledge.”


Instruction

Research

“Integration of metacognitive instruction with discipline-based learning can enhance student achievement and develop in students the ability to learn independently.”


Instruction

Research

• Modeling the incorporation of the three key findings from “How People Learn” in immersion experiences

• Debriefing the use of those strategies

• Whiteboarding, questioning strategies, inquiry boards, science notebooks, formative assessments, etc.

Instruction

Strategies

TLs’ Instructional Strategies and Metacognitive Skills

% Clear to Very Clear Understanding Rate your understanding of the topics below both BEFORE and AFTER your Summer Academy (SA) experience.

SA 2004 (N=144) Before/After

SA 2005 (N=152 ) Before/After

SA 2006 (N=130) Before/After

How to elicit students’ thinking 46 90 68 92 70 98 How to help students construct their understandings

49 91 60 90 66 96

How students learn science 59 95 79 98 81 99 My own learning process 72 98 87 99 90 100

Data

Impact of NCOSP PD on TLs’ Classroom Practices

N Response

2004 SA Impact Survey 61 41%

2005 SA Impact Survey 88 52%

98% reported “positive lasting effects” 87% and 89% felt “more confident teaching

science”

Data


By the spring of 2005…

• 84% had been working to identify students’ preconceptions and address students’ misconceptions in their classrooms

• 72% of teachers increased discussion and dialogue through questioning strategies to help reveal students’ thinking

“I experienced first-hand the difficulty of overcoming the misconceptions of oneself and others, and really appreciate the

need to draw them out before trying to teach new content.” –Teacher Leader

Data


Specific Instructional Strategies• Whiteboarding• Notebooking

“Science notebooking has made a world of difference in my ability to assess their prior knowledge, their current understanding and to integrate literacy and math instruction.” –Teacher Leader

Data

1) Describe how the recommendations from How People Learn influenced your thinking about teaching and learning?

2) Describe a specific instructional strategy you have incorporated into your teaching as a consequence of participating in NCOSP and how that practice has helped you address the recommendations from How People Learn.

InstructionReflection

It’s Lunchtime!

Lunch will be served in VU 565

We’ll start again at 1:00

• doing lesson study• Curriculum Topic Study (CTS)• Looking at Student Work (LASW)• writing assessments• implementing kits • such as your building team • such as your district team • in a regional, state, or national group • by arranging extracurricular science such as a science

fair/club or off-site field studies

........facilitate others

........make presentations to

• teachers on topics such as kit training, notebooks, How People Learn, etc.• your school board or other district-level groups• PTA or parent groups• community groups• regional, state, or national groups or conferences

• colleagues• a student teacher• a new teacher • a teacher new to your school or grade level• your principal or district administrator• building team members• district team members• colleagues around the region, state, or beyond

........coach or consult with

What contributions can teacher leaders make toward the shared goal of school improvement?

Leadership PracticesResearch

“In adaptive schools all players - administrators, teachers, support staff, students - must have the knowledge and skills to manage themselves and influence and lead others.”

Garmston and Wellman, Christopher Gordan,1999

Leadership Practices

Research

“The key notion in the definition of teacher leadership is that leadership is about learning together, and constructing meaning and knowledge collectively and collaboratively.”

Linda Lambert, ASCD,1998

Leadership PracticesResearch

“Effective leaders know how to select and execute the right role for the right group and when and how to switch roles within a group.”

Kaser, Mundry, Stiles, Loucks-Horsley, Corwin, 2006


Research

“Teacher leaders, with their mastery of content and instructional practices, credibility with colleagues, and proximity to students, offer valuable expertise central to school improvement efforts.”


Research

Landel and Miller, 2007

Presenting

Facilitating

Consulting

Coaching4 Hats of Leadership

Strategies

• Leadership Inventory

• Seven Norms of Collaboration

• Non-verbal communication


Strategies

Leadership

Did the Summer Academy prepare you to take on more of a leadership role in your school? How?

Yes (N=109)• Training in Facilitation Skills (41)• NCOSP Facilitation of District Action Plans (24)• Protocols as tools to implement change (16)• Collaboration with teachers & admin (9)• Increased Content Knowledge (5)

Needs- more admin support, more practice with facilitation

2006 SA Week 2 Survey

Data

Leadership Knowledge and Skills

LCF Month/Topic Question Mean SD Total

October 20064 Hats of Shared Leadership

IncreasedUnderstanding?

3.92 0.69 51

December 2006Presentation

Increased Understanding?

3.90 0.66 28

January 2007Coaching and Consulting

Increased Understanding? 3.68 0.48 25

Scale of 1-5 with 1 being “Not at all” and 5 being “To a great extent.”

Data

1) Complete the Four Hats Likert scale post-test

2) Describe an example from your work in your district or building this year when you were a “facilitator”, “presenter”, “coach”, or “consultant”.

3) What leadership opportunities will you pursue next year?


Reflection

What is the impact of teacher collaboration on teacher retention and student learning?

Professional Learning Communities

Research

“Professional development for teachers can have a positive impact on student achievement if it is sustained over time; focuses on specific content areas; supports the collective learning of most, if not all, teachers in a school; aligns with school and teacher goals; and provides opportunities for teachers to practice and apply new knowledge.”

Professional Development Analysis, Mid-continent Research for Education and Learning


Research

“Meaningful changes to the teaching and learning environment can increase teacher retention and encourage teachers to return to the profession. Those who planned to stay said that having meaningful input in the decision making process and collaborative relationships with their colleagues were reasons to remain.”

Center for Teacher Quality at Sacramento State


Research

• Lesson Study

• Curriculum Topic Study

• Looking at Student Work Protocols

• Developing Formative Assessment Probes


Strategies

Collaboration among Teachers

Collaboration has been a key component of the NCOSP partnership

Across Partnership Surveys, LCF surveys, and SA surveys, teachers consistently report that…

• The development of collaborative relationships with other teachers has been one of the most important aspects of the partnership

• Discussions with other teachers have been one of the most important components within the NCOSP PD activities that has helped develop their understanding

Data

Lesson Study

Please rate each of the following: Mean

Participation in a lesson study group has increased my connectedness and collegiality with my group members.

4.4

Participation in a lesson study group has increased my knowledge of how students learn.

3.8

The work of our lesson study group has helped me improve my teaching practices.

3.7

5 = “to a great extent” ; 3 = “somewhat”; and 1 = “not at all” source TL Partnership Profile 2006 (N=90)

Data

Curriculum Topic Study

Question Mean SD N

How knowledgeable do you feel you are in the use of CTS?

3.52 0.77 77

To what extent do you think CTS can help teachers strengthen

their content knowledge?4.28 0.68 78

To what extent do you think CTS can help teachers strengthen their pedagogical knowledge?

4.07 0.81 72

Participants responded using a scale of 1-5, with 1 being “Not at all,” and 5 being “To a great extent” on the 2006 LCF Impact Survey

Data

Looking at Student Work Protocols

• 28% of TLs coming into the 2006 Summer Academy had a clear understanding of the use of protocols and how they can improve teaching and student learning.

• 93% of TLs left the Summer Academy with a clear understanding of the use of protocols and how they can improve teaching and student learning.

• 25% of TLs responded that the use of protocols for looking at student work was the most relevant topic to their classroom practice that they learned about during the 2006 SA.

Week 2 Survey at 2006 SA (N= 130)

Data


Describe how your participation in a collaborative group deepened your knowledge of:

1) Science content relevant to your teaching

2) Instructional practices that support student learning

3) Collaborative practice that support effective groups

Reflection

• District Action Planning


Strategies

District Action Plans

Impact: Cross-grade level collaboration on activities in DAPs

Most Common Activities in DAPs– Creating assessments (53%) – Aligning teaching with GLEs (53%) – Working on a “scope and sequence” (42%)

Most Common Strategies in DAPs – Science notebooking (47%)– Looking at student work (42%)

Most Common Feedback on DAPs – Goals too broad or ambitious– Need to make objectives more measurable and define data

collection strategies

Data


1) How did the DAP process influence your thinking about data-driven decision-making and collaborative planning?

2) How will the work you completed this year through your DAP influence the work you will initiate this summer?

Reflection

Moving Forward to Summer 2007 and beyond

Supporting Professional Learning Communities in Your Building

"Teachers in successful schools are undeniably interdependent. Professionals working in concert produce cumulative effects in student learning. As more schools, districts, states, and provinces develop and attempt to implement clear standards and high expectations, the need for collaborative energy becomes increasingly clear.”

Garmston and Wellman, Christopher Gordan, 1999

Research

“School capacity is the key to success. This capacity consists of five components: (1) teachers’ knowledge, skills and dispositions; (2) professional community; (3) program coherence; (4) technical resources; (5) principal leadership.”

Fullan, Leading in a Culture of Change


Research

• Engaging Principals and Teacher Leaders in supporting a Professional Learning Community


Strategies

Future Directions for NCOSP

1) Focus Group Discussion Feb. 2006 LCF (n= 94 TLs, HEI faculty, and administrators)

2) Focus Group Discussion during 2006 SA (n= 6 TLs)

3) SA 2006 Week 2 TL Survey (n= 130 TLs)

4) SA 2006 Administrator Survey (n= 30 administrators)

5) SA 2006 Facilitator Survey (n= 25 SA facilitators)

6) May 2006 LCF Impact Survey (n= 79 TLs)

7) Teacher Leader Partnership Profile Spring 2006 (n= 88 TLs)

8) NCOSP Internal Evaluation Report 2005-2006

9) SA 2006 Report

Data Sources

Future Directions for NCOSP

• Continued focus on Teacher Leaders– Develop facilitation and leadership skills through practice

• Impact on greater number of teachers– Teacher leaders rated teachers at their school as their

most important resource in their work with science reform

• Increase the participation of school and district administrators– Administrators indicated a need for better understanding

of quality science instruction and how to best support teacher leaders

Data

1) Thinking about what you have learned in terms of (a) science content; (b) instructional strategies, and (c) leadership skills:

Identify 2-3 areas that will help you in your work in the next year and why?


Reflection

• Applications submitted May 7

• Applications reviewed May 10– Intent of reviews– Process of review and feedback– Actions required

• Feedback will be distributed today

Summer 2007

• High expectations• Valuable and effective strategies • Teachers of different grades and “non-science”

teachers (e.g. reading specialists, math teacher, special education specialists, etc)

• Well-articulated rational for the team members • Evidence of commitment to and alignment with

standards and grade-level expectations• Strong reflection of NCOSP tools, strategies, and

resources

Themes observed in applications

Strengths

• Need for clearer learning targets and more manageable scope of work

• Need for better definition of roles and responsibilities for principals, teacher leaders, and participating teachers

• Need for inclusion of more sources of data and for continuous use of data as part of the work of the professional learning community

Themes observed in applications

Areas for improvement

• Complete the end of year LCF Impact Survey

• Exchange your survey for your summer PD application and feedback

• Join us tomorrow for a day at the movies!

Closing

See you tomorrow at 8:30 AM…

Supported by the National Science Foundation under Grant No. EHR-0315060 Learning Community Forum Where are we headed and why?

Documents

tls science content

teachers knowledge of

content builds

national science foundation

research support

sustained learning

learning community forum

significant increase