Supported by the National Science Foundation under Grant No. DUE-0315060 The Impact of High Quality Professional Development in Science on the Learning of Diverse Students George D. Nelson, Director Science, Mathematics, & Technology Education 2012 WABE Conference
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The Impact of High Quality Professional Development in Science on the Learning of Diverse Students
The Impact of High Quality Professional Development in Science on the Learning of Diverse Students. George D. Nelson, Director Science, Mathematics, & Technology Education. 2012 WABE Conference. True Confessions. - PowerPoint PPT Presentation
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Supported by the National Science Foundation under Grant No. DUE-0315060
The Impact of High Quality Professional Development in Science on the Learning
of Diverse Students
George D. Nelson, Director Science, Mathematics, & Technology
Education
2012 WABE Conference
True Confessions
• I am in no way an expert in bilingual education
• We have not used ELL research to inform our work—YET
• I am here to learn from you
What We Have Done• Improved teacher content
and pedagogical content knowledge
• Improved school cultures• Improved student
achievement, especially traditionally low achieving students
By joining forces, we could make even more progress
Challenges• In P-5, Reading, Writing, and Math
dominate the time—with support from principals and district leaders—leaving little room for science, social studies, PE, or the arts. WA ranks 46th among the states in the amount of science taught in elementary school
• High needs students (poor, underrepresented, and special education) achieve at lower levels at all grade levels, in all schools (even high achieving schools)
• New and compelling research on effective teaching and school leadership is not being put into practice in preservice programs or with practicing teachers
Supported by the National Science Foundation under Grant No. DUE-0315060
Higher Education CollaboratorsPhysics: Jim Stewart1, Andrew Boudreaux1, ,George Nelson1, Sara Julin2, Ann Zukoski3, Linda Zuvich4, Ted Williams5
Biology: Deb Donovan1, Carolyn Landel1, Alejandro Acevedo1, John Rousseau2, Val Mullen3, Rene Kratz4, Pam Pape-Lindstrom4, Adib Jamshedi5
Geology: Scott Linneman1, Sue DeBari1, Bob Mitchell1, Bernie Dugan2, Brad Smith3, Ben Fackler-Adams3, Steve Grupp4, Terri Plake5
Chemistry: Steve Gammon1, Emily Borda1, Paul Frazey2,3
Science Education: Chris Ohana1, Jacob Blickenstaff1(Physics), Liesl Hohenshell1(Biology), Don Burgess1(Biology), Molly Lawrence1
Evaluation:, Dan Hanley1, Jim Minstrell6, Ruth Anderson6, Phil Buly1, Many Graduate Students1
1 Western Washington U, 2 Whatcom CC, 3 Skagit Valley C, 4 Everett CC, 5 Northwest Indian College, 6 FacetInnovations Inc.
NCOSP Activities
• Three years of intensive summer PD and higher education staff development
• Two additional years supporting collaboration
• New content and methods courses for preservice teachers
• Engagement of building administrators
Teacher Leaders: Content Knowledge
37
6765
83 84 85
53
85 83
0
10
20
30
40
50
60
70
80
90
100
SA 2004 PhysicalScience N=123
SA 2005 LifeScience N=165
SA 2006 EarthScience N= 143
Mea
n %
Cor
rect
Pre
Post
One YearFollowup
Supported by the National Science Foundation under Grant No. DUE-0315060
Based on Science Scale Score controlled for Student Performance factors
0.02
0.19
0
0.1
0.2
0.3
Year (2007+2008)
1 TL 2 TL
5th Grade 8th Grade 10th Grade
0.12
0.19
0
0.1
0.2
0.3
Year (2007 + 2008)
1 TL 2 TL
Effe
ct S
ize
0.14
0.23
0
0.1
0.2
0.3
Year (2007+2008)
1 TL 2 TL
Creating Value Added
Supported by the National Science Foundation under Grant No. DUE-0315060
0.08
0.33
0.150.17
0.21
0.260.3
0.17
0.06
0.24
0.04
0.13
0.39
0.21
0.26
0
0.1
0.2
0.3
0.4
Effe
ct S
ize
FRL Non-white Hispanic Math non-prof Read non-prof
5th Grade 8th Grade 10 Grade
* * * * * * * * * * *
* Significant difference (t-test, p<.05)
Impact of Teacher Leaders on Students with the Greatest Needs
CRISP and SPECK-8• Partnerships between SMATE and 6
school districts– Led by Master Teacher with support from
WWU• Commitment to participate from principal
and team of teachers in each school • WWU supports professional learning
communities (PLCs) in the schools to collaborate to improve their science content knowledge and their instruction– Six-day summer academy, two one-day
workshops focused on developing shared beliefs, science content, research-based pedagogy, and collaboration
– Monthly PLC meetings to plan and reflect on changes to instruction, engage with relevant research
– Peer observations and support for instructional changes
• Research and evaluation of project and impact
33
53 5458
65 6873
95100
9093
100 10095
0
20
40
60
80
100
Develop a learning
progression
Use effective formative
assessment
Collaboratively examine student
work
Use research-based science
teaching
Use student work to improve
instruction
Identify the big ideas
Use revised State Standards
Before After
% w
ho R
ate
thei
r Abi
lity
as M
ed.,
High
, or V
ery
High
N=40
Changes in teachers’ knowledge and skills in Year 2.
56
40
7065
53
77
5649
67
0
20
40
60
80
100
All Students FRL students Non_FRL students
5th Grade State SPECK-8 Teachers (n=214) Non-SPECK-8 Teachers (n=327)%