Sue Bluestein – Science/Mathematics SpecialistAnne Kennedy – Director, Science/Mathematics Education
Science and Mathematics Education Resource CenterA Partnership of Educational Service District 112, WSU Vancouver and
SW Washington Schools
Developing and Sustaining Secondary Science and
Mathematics Professional Learning Communities (6-12)
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Background on PRiSSMPartnership for Reform in Secondary Science and Mathematics
– A 3 year project (2004-2007)– Funded through DOE - Title II Math/Science
Partnership – Awarded by the Office of the Superintendent
of Public Instruction– Thanks to the teachers and administrators in
Evergreen (Clark Cty), Goldendale, Kalama, Klickitat, North Thurston, and Washougal school districts
– Partners include ESD 112, ESD 114, WSU Vancouver
Research
There is only a sparse empirical database to inform teacher educators who make use of collaborative PD frameworks (Boroko, 2004; Wilson & Berne, 1999; Wilson, Floden, & Ferrini-Mudy, 2001)
The emerging evidence does suggest that these initiatives can lead to effective, long-term teacher development (Grossman, Wineburg & Woolworth, 2001; Little, 2003; Palinscar et al., 1998)
Research• Importance of engaging teachers in discourse
communities or communities of practice that– are situated in teachers’ context– increase capacity by increasing knowledge skills and
competencies; and the collective effectiveness of group
– support dialogic inquiry– deprivatize practice
Today’s Presentation• Explore how professional learning communities can
support professional development for teachers of mathematics and science
– Getting it started• What is a PLC? • What can I do with my staff tomorrow?
– Doing the right work• Is the focus on learners and learning, teachers and teaching,
and/or the nature of science and mathematics?– Keeping the momentum
• What structures and processes facilitate PLC work?• What is the collaborative inquiry cycle and how is it used?
Getting Started
What is a Professional Learning Community?
Text Based Protocol
1. Form groups of 3-4. Assign a time keeper and a facilitator.
2. Follow directions from Text Based Protocol: The Adaptive School, Chapter 3.
PLC’s (DuFour & Eaker, 1998)
• Shared mission, vision, and values• Collective inquiry with joint planning and
coordinated action• Collaborative team• Action orientation and experimentation• Continuous improvement• Results orientation
PRiSSM PLC’s
• Teacher initiated inquiry that supports existing school improvement efforts
• Focus is on high quality teaching and learning in mathematics and science
• PLC work is complimented by coursework and study in areas of need identified by individuals and/or districts
What can I do with my staff tomorrow?
• Practice using protocols– Looking at student work– Reading protocol– Peer observation, student observation– http://www.vanderbilt.k12.mi.us/CES/Protocals1/sitemap.html
• Build school culture– Trust building activities– Shared leadership (rotate meeting roles)– Norms of collaboration
Developing Collaborative Groups
How are norms currently established with your staff? – Turn to your elbow partner and share your
experiences
The Adaptive School: A Sourcebook for Developing Collaborative Groups
Garmston & Wellman (1999)
– Review 7 Norms of Collaborative work
Doing the Right Work
Keeping the Momentum
• Collaborative Inquiry Cycle process
• Necessary support structures
Collaborative Inquiry Cycle
Develop a vision for teaching & learning
Develop a vision for teaching & learning
Formulate inquiry question
• How can we use WASL data/scores to improve student learning in science?
• Will an increased command of mathematical & scientific language increase student achievement?
• How can we construct learning activities that develop students conceptual understanding and communication?
Develop a vision for teaching & learning
Formulate inquiry question
Compare current practice to vision
Develop a vision for teaching & learning
Formulate inquiry question
Compare current practice to vision
Study strate-gies to adopt
Develop a vision for teaching & learning
Formulate inquiry question
Compare current practice to vision
Study strate-gies to adopt
Develop consen-sus for adoption
Develop a vision for teaching & learning
Formulate inquiry question
Compare current practice to vision
Study strate-gies to adopt
Develop consen-sus for adoption
Devise implementation plan
Develop a vision for teaching & learning
Formulate inquiry question
Compare current practice to vision
Study strate-gies to adopt
Develop consen-sus for adoption
Devise implementation plan
Develop plan to monitor implementation
Develop a vision for teaching & learning
Formulate inquiry question
Compare current practice to vision
Study strate-gies to adopt
Develop consen-sus for adoption
Devise implementation plan
Develop plan to monitor implementation
Teach & collect data
Develop a vision for teaching & learning
Formulate inquiry Question
Compare current practice to vision
Study strate-gies to adopt
Develop consen-sus for adoption
Devise implementation plan
Develop plan to monitor implementation
Teach & collect data
Analyze data
Develop a vision for teaching & learning
Formulate inquiry question
Compare current practice to vision
Study strate-gies to adopt
Develop consen-sus for adoption
Devise implementation plan
Develop plan to monitor implementation
Teach & collect data
Analyze data
Derive implications for changing practice
•Time Minimum
3 year plan and regular meetings
•Coordination
with existing initiatives
•Norms
•Meeting protocols
•Facilitation
Develop a vision for teaching & learning
Formulate inquiry question
Compare current practice to vision
Study strate-gies to adopt
Develop consen-sus for adoption
Devise implementation plan
Develop plan to monitor implementation
Teach & collect data
Analyze data
Derive implications for changing practice