gates ipd there now presentation
TRANSCRIPT
Casey C. ElliottVice President
thereNow
What is thereNow?
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In a nutshell...We make classroom cameras to enable effective teacher
coaching and professional development.
Why Cameras?
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Experimental Group
Comparison Group thereNow
What do we know about effective PD and the current state of PD?
The Current Status ofTeacher PD
• Teacher quality is the most important factor in student achievement.(e.g., NCTAF, 1997, 2007; Darling-Hammond, 2000; Darling-Hammond & Ball, 1997)
• An estimated $14 Billion is spent each year on TPD (Kennedy, M, 2005)
• Many common PD activities are criticized (e.g., the drive-by workshop).(Guskey, 2000; Joyce & Showers, 2002; Wayne, Suk Yoon, Zhu, Cronen, & Garet, 2008)
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“Experts variously say that [teacher professional development] lacks coherence, that it misconceives of the way adults learn best, and that it fails to appreciate the complexity of teachers’ work.”
Rebora (2004)
The Current Statusof Teacher PD
“Conventional approaches to professional development, such as one-time workshops, typically do not lead to significant change in teaching methodologies.”
Hawley & Valley (1999)
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Top down
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“No area of the teaching profession is more plainly broken today than that of teacher evaluation and professional development.”
Duncan, 2009
Why are ConventionalApproaches Ineffective?
• They fail to change behavior.
• That is, teachers do not actually enact what they are learning.
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What IS Effective PD?
• “Collaborative learning environments, teacher research and inquiry, engagement in practical tasks of instruction and assessment, and consistent feedback and follow-up activities” (Rebora, 2004).
• Professional development must combine theory, modeling, practice, feedback, and coaching in order to lead to classroom implementation (Joyce and Showers 1980, 1995).
• The U.S. Department of Education (2000) conducted a longitudinal study indicating that both duration and active learning opportunities are essential to effective professional development.
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Conventional PD is often...
• De-individualized
• De-contextualized
• Not learner-directed
• Massed practiceKepple, Geoffrey. A Reconsideration of the Extinction-Recovery Theory. Journal of Verbal Learning & Verbal Behavior. 6(4) 1967, 476-486
Ebbinghaus, H. Memory: A contribution to experimental psychology. New York: Dover, 1964 (Originally published, 1885).thereNow
Guskey analyzed 13 of the most-cited lists from the
publications of:
• American Federation of Teachers• ASCD• Education Development Center• Educational Research Service• Educational Testing Service• Eisenhower Professional Development Program• National Governor’s Association• National Institute for Science Education• National Partnership for Excellence and
Accountability in Teaching• Learning Forward (formerly NSDC)• U.S. Department of Education
Guskey, 2003 thereNow
Enhances teachers content and pedagogic knowledge Provides sufficient time and other resourcesPromotes collegiality and collaboration Includes procedures for evaluation Aligns with other reform initiatives Models high quality instruction Is school or site basedBuilds leadership capacity Driven by analyses of student learning dataBased on teachers' identified needsFocuses on individual and organizational improvementIncludes follow-up and supportIs ongoing and job-embeddedBased on best-available research evidenceHelps accommodate diversity and promote equityProvides opportunities for theoretical understandingTakes a variety of formsDriven by an image of effective teaching and learning Provides for different phases of changePromotes continuous inquiry and changeInvolves families and other stakeholders
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Characteristics of effective PD
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How do we achieve this?
• The literature has reached consensus about good PD...
• but it lacks specificity. (Wayne, Suk Yoon, Zhu, Cronen, & Garet, 2008)
• How do we achieve “intensive school-based coaching and mentoring integrated into the daily lives of teachers?”
★ without disrupting the school environment?
★ on a lean budget?
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How do we learnComplex Skills?
• Modeling
• Observation
• Talking
ApprenticeshipCartoons from www.cartoonstock.comthereNow
Cognitive Apprenticeship
• Masters of a skill often fail to take into account the implicit processes involved in carrying out complex skills when they are teaching novices.
• Cognitive apprenticeships “…are designed, among other things, to bring these tacit processes into the open, where students can observe, enact, and practice them with help from the teacher…” (Collins, Brown, & Newman, 1987).
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Cognitive Apprenticeship
• The master models behaviors in a real-world context by means of cognitive modeling (Bandura, 1997).
• Provides assistance at the Zone of Proximal Development; fostering development within this zone leads to the most rapid development (Vygotsky, 1978).
• Additional modeling and corrective feedback renders the apprentice’s performance increasingly similar to master’s.
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Enhances teachers content and pedagogic knowledge Provides sufficient time and other resourcesPromotes collegiality and collaboration Includes procedures for evaluation Aligns with other reform initiatives Models high quality instruction Is school or site basedBuilds leadership capacity Driven by analyses of student learning dataBased on teachers' identified needsFocuses on individual and organizational improvementIncludes follow-up and supportIs ongoing and job-embeddedBased on best-available research evidenceHelps accommodate diversity and promote equityProvides opportunities for theoretical understandingTakes a variety of formsDriven by an image of effective teaching and learning Provides for different phases of changePromotes continuous inquiry and changeInvolves families and other stakeholders
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Characteristics of effective PD
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Effective PDIs Cognitive Apprenticeship
• Distributed practice
• Individualized
• Contextualized
• Learner directed
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Challenges toCognitive Apprenticeship
• Requires frequent, on-site interaction
• Travel makes mentors or coaches inefficient
• Can be obtrusive to classroom environment
Can technology solve these problems?thereNow
What TechnologyCan enable
Cognitive Apprenticeships?
In order for technology to enable cognitive apprenticeship it must:
• Be portable• Be reliable• Be simple• Attend to critical characteristics of
communication• Impart the sense coaches are actually present
when they are not!thereNow
“I can't explain how great it felt. I was just walking on air because of the individualization with the teachers and how comfortable they were in opening up with me. I've had that experience with the kids before, when the kids have really learned and at the end of the day you know you've really done a great job.
This was the first time that's ever happened when I was working with adults. This was a personal relationship with each one of the teachers. It was such a great day for me.”
Rachel McAnallen
Rachel McAnallen:Impressions from Coach
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Design objectives:• Remote observation through a web browser
• Timely feedback
• Portability
• Ease of use
• Price
• Bandwidth friendly
• Security and privacy
• Data collection and data management
thereNow technology
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• Observation: Control the live camera from anywhere over the internet, or use a camera to record then upload and share later.
•Security: Unauthorized access is prevented with multiple levels of security and encryption
• Recording: Videos can be recorded and shared inside a secure permission-based platform.
• Portability: thereNow cameras are portable within a school and setup is fast and easy.
• Unobtrusive: thereNow cameras are less obtrusive than in-person observation resulting in more reliable and valid data.
•Audio: Use rechargeable wireless microphones or powerful voice tracking microphones.
Classroom Cameras Features
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Reflection and Coaching Software
• intuitive, easy to use interface
• password protected user login
• teacher controlled observation
• scheduling and video sharing
• secure video storage and streaming
• share videos with colleagues securely
• compatible with all thereNow cameras
• real-time, “bug-in-the-ear” coaching
• make text, video, or audio comments.
• all comments are time-linked to video
• create your own observation forms and rubrics
• customize your own behavioral counters and timersthereNow
Partner
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PD 360 is filled with over 1,800 indexed and searchable videos segments containing best practices and real classroom examples...
Modeling!
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Applications:
• Pre-service training
• Teacher induction
• Teacher professional development
• Observational research
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