what can districts and schools do to make professional development work? andy porter vanderbilt...
TRANSCRIPT
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What Can Districts and Schools Do to Make Professional Development Work?
Andy PorterVanderbilt University
June, 2004
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Study Design
• District and IHE Interviews – 363 district coordinators (88%); 92 IHE coordinators (87%)
• Teacher Activity Survey – teachers’ professional development experiences– 1025 teachers (72%), representing 657 activities
in 358 districts and IHEs
• Case Studies– 10 in-depth in 5 states; 6 exploratory
• Longitudinal Study of Teacher Change – teacher classroom practice– 30 schools, 10 districts, 5 states
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Study Timeline
FallSummerSpringWinter SummerSpring WinterFall Spring Summer FallWinter Winter
Interviews
Wave 2
Survey 1
Wave 1 Wave3
1st ReportExploratory Cases
Survey 2
3rd ReportMostly
Impact onTeachers
2nd ReportMostly National
Description
19981997 1999 2000
District andIHE Interviews
Case Studies
Teacher ActivitySurvey
LongitudinalStudy ofTeacher Change
Reports
Exploratory Cases In-depth Cases In-depth Cases
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This Presentation
• Characteristics of Effective Professional Development (PD)
• Effects of Professional Development on Changes in Teaching Practice
• District Management and Implementation Strategies Related to Effective Professional Development
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Characteristics of Effective PD
• Identify key features of professional development
• examine the relationship between features of professional development and teacher outcomes
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Teachers’ PD Experiences
• Enhanced knowledge and skills, and change in practice are the expected outcomes of teachers’ PD experiences
• What features might be related to these outcomes?– Sponsorship
• District vs. IHE– Structural Features
• Type: traditional vs. reform• Duration: amount (hours) and time span• Collective participation
– Core Features• Focus on content knowledge• Active learning: discussing classroom implementation, being observed, sharing
knowledge, evaluating student work• Coherence: continuity of learning, alignment, building professional community
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Teachers are More Likely to Participate in Traditional
than Reform Types of PD
Activity Types
District
IHE/NPO
Per
cent
of
Tea
cher
s
0
5
10
15
20
25
30
35
40
45
50
In-district workshop or institute
College course
Out-of-district workshop or institute
Out-of-district conference
Study group
Teacher network
Mentoring Committee or task force
Resourcecenter
OtherInternship
Traditional Reform
3
20
30
15
24
11
0 1
36 7
2 25
2 13
1 1
9 8
45
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Compared to Districts, IHE Activities are Longer
0
10
20
30
40
50
60
70
80
90
100
Districts
Traditional Reform
IHE/NPO
Traditional Reform
23
37
59 62
H
ours
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Emphasize Content Knowledge More,
0
50
100
District IHE/NPO
Activity Type
Per
cen
t of
tea
cher
s re
por
tin
g m
ajor
em
ph
asis
on
con
ten
t k
now
led
ge
Reform
Traditional49 50
6865
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Offer More Opportunities for Active Learning
Practi
ced i
n sim
ulat
ed co
nditi
ons
Receiv
ed co
achi
ng
Leade
r obs
erve
d tea
chin
g
Other
s obs
erve
d tea
chin
g
Commun
icated
with
lead
er
Stud
ents'
wor
k rev
iewed
Held fo
rmal
mee
tings
Held in
form
al m
eetin
gs
Develo
ped l
esso
n pla
ns
Types of Opportunities for Active Learning
Per
cen
t of
Tea
cher
s
District
IHE/NPO31
95
10
35
11
33
45
29
41
16 1513
54
25
55
43
53
0
50
100
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and Are More Coherent with Teachers’ Goals and Other Activities
81
54
69
3633
88
0
10
20
30
40
50
60
70
80
90
100
Consistent with goals Builds upon earlier activities Followed-up with additional activities
Continuity of learning
Percent of Teachers
District
IHE/NPO
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But District Activities Are More Likely To Be School-Based
18
13
11 11
0
10
20
30
40
50
All teachers in department or grade level All teachers in school
School-based participation
Percent of Teachers
District
IHE/NPO
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PD and Teacher Outcomes
Sponsorship Structure Quality Outcomes
ControlsSchools % PovertySchool % MinorityTeacher’s GenderSubject (Math & Science)Grade Level (El, Middle, High)In-field CertificationTeaching Experience
Sponsor(IHE vs District)
Time Span
Contact Hours
Coherence
Active Learning
Type (Traditional vs
Reform)
Changein Teaching
Practice
Collective Participation
EnhancedKnowledge &
Skill
Focus onContent
Knowledge
.27
.27
.21
.08
.10
.30.33
.06
.14
.05
.09
.21
.25
.10
.08.-13
.30
.13.42
.08
.44
.10
.08
-.11
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Summary from National Data: 6 Features of Quality Make PD More Effective
• Six Features of the Quality of Professional Development Predict Self-reported Change in Teachers Knowledge, Skills, and Teaching Practice
Structural Features Core Features
reform type (vs. tradition) focus on content knowledge
duration active learning
collective participation coherence
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Structural Features Core Features Teacher Change
• Teacher knowledge and skills are enhanced by professional development that emphasizes content, provides opportunities for active learning, and is coherent with teaching goals, standards and assessments, and professional community.
• Longer, reform type, and school-based professional development activities are associated with content emphasis, active learning, and coherence.
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Longitudinal Study of Teacher Change
Do teachers’ experiences in professional development activities contribute to changes in teaching practice?
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Longitudinal Study of Teacher Change
30 schools, 10 districts, in 5 states
1 elementary, 1 middle, and 1 high school in each district
Schools were selected based on:
participation in Eisenhower-assisted activities over the 1997-98 year
diverse approaches to professional development
All mathematics and science teachers surveyed in each school
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Sample for the Longitudinal Study of Teacher Change
17 of the sample schools, or 57%, are high-poverty, compared to the national average of 25%
287 teachers responded to all three waves of the survey
Among responding teachers:
• 74% are female and 18% are minority
• 12% of mathematics and 18% of science teachers are novices
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Overview of Longitudinal Teacher Survey
The longitudinal survey provides...
three years of data on teaching practices (1996-97, 1997-98, and 1998-99)
• content covered
• specific teaching strategies for higher-order learning
two years of data on participation in professional development activities (1997-98 and 1998-99)
• specific teaching strategies for higher-order learning
• six quality features
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Effects of Participation in PD on Teaching Practices: Approach
We measured: baseline teaching practice in 1996-97 characteristics of a professional development activity
teachers participated in during 1997-98
teaching practice again in 1998-99
We looked at effects on: specific teaching practices
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Effects of Participation in PD Focused on Specific Teaching Strategies for Higher-
order Learning We asked teachers about:
Frequency of use of specific teaching strategies in mathematics and science instruction
Whether the professional development activity focused on using the strategies
We examined the effects of professional development in three areas related to higher-order learning:
Use of technology Instructional methods Student assessment
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Technology Use for Higher-order Learning
Calculators or computers to develop models or simulations
Computers to write reports
Calculators or computers for data collection and analysis
Computers to access the Internet
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Instructional Methods for Higher-order Learning
Work on independent, long-term (at least one week) projects Work on problems for which there is no immediately
obvious method or solution
Develop technical or mathematical writing skills, including using equations, graphs, tables, and text together
Work on interdisciplinary lessons (e.g., writing journals in class)
Debate ideas or otherwise explain their reasoning
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Student Assessment for Higher-order Learning
Essay tests
Performance tasks or events
Systematic observation of students
Math/science reports
Math/science projects
Portfolios
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Independent Variables
For each of the teaching strategies, we modeled the effects of three variables describing the professional development teachers received:
Whether the professional development focused on the strategy (relative focus);
Whether the professional development activity also focused on closely related topics (mean focus); and
The quality features of the professional development experience.
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Effects on the Use of Calculators and Computers to Develop Models of Professional Development Focused on Specific
Technology-Use Strategies, and Active Learning
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
No focus on strategy, no active learning Focus on set of technology-use strategiesno active learning
Focus on set of technology-usestrategies, high active learning
Characteristics of professional development activity
Teacher's use of calculators or computers to develop models
0 = almost never1 = some lessons2 = most lessons3 = every lesson
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Effects on the Use of Calculators and Computers to Develop Models of PD Focused on Specific Technology-Use Strategies
and Collective Participation
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1.1
1.2
1.3
1.4
1.5
No focus on strategy, no collective
participation
Focus on set of technology-use
strategies, no collective participation
Focus on set of technology-use
strategies, collective participation
Characteristics of professional development activity
Teacher's use of calculators or computers to develop models
0 = almost never1 = some lessons2 = most lessons3 = every lesson
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Effects of Professional Development on Teaching Practice
Well Designed Professional Development is Effective
Professional development activities that focus on a specific, higher-order teaching strategy increase teachers’ use of this strategy in the classroom.
Features of high quality—reform type, collective participation, active learning, and coherence—increase the impact of professional development activities that focus on specific higher-order teaching strategies.
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District Management and Implementation of PD
• identify key features of district management and implementation of professional development
• examine the relationship between district management and implementation and the quality of professional development
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What Shapes District-sponsored Professional Development?
• Building a vision for professional development:– Alignment with standards and assessments– Coordination with other programs: working together and co-funding
• Implementation:– Continuous improvement: indicators, needs
assessments, evaluation, and guidance to schools and providers– Teacher participation in planning
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Building a Vision Implementation Portfolio Features
Effects of Management and Implementation on PD Quality
ContinuousImprovement
Alignment
Targeting
Participation in “Reform”
Types Activities
Coordination(Co-funding)
Opportunities forActive Learning
Teacher Participationin Planning
Opportunities forCollective
Participation
Average Duration
Controls
District Poverty District Size Cluster Status Consortium Status
.16
.15
.15
.12
.16
.14
.40
.16
.19
.17
.20
.20
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Summary from National District Data: Building a Vision and Implementing It• Alignment with standards and assessments and co-funding with other programs
are associated with reform types of professional development, portfolios of higher quality activities, and greater targeting.
• Continuous improvement is important for translating a vision into practice, but districts may have insufficient capacity.
• Teacher planning is linked to more opportunities for active learning and more targeting of teachers of special needs students.
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Implications from our National Data for Improving PD
• Encourage content focus, duration, opportunities for active learning, coherence, and school-based professional development.
• Continue to emphasize alignment with standards and assessments, and co-funding with activities funded by other programs.
• Build district capacity to foster continuous improvement.
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Summary
Large-scale change in teaching practice would require districts and schools to specify the areas of teaching in which change is desired.
Then, districts and schools would need to plan and provide professional development activities that focus on these areas, that are aligned with other reforms, and that have the 6 characteristics of effective professional development: longer, reform type, school-based activities that focus on content, provide opportunities for active learning and are coherent with teachers’ goals, standards and assessments and professional community.
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Conclusions
We know what makes professional development work, and it is expensive, so it can’t be used for all teachers.
But, superintendents and principals want to reach all of their teachers, and this creates a dilemma.
There are two options:
(1) provide more money for professional development or
(2) develop a targeting strategy.
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Citations
Porter, A.C., Garet, M.S., Desimone, L.M., & Birman, B.F. (2003, Spring). Providing effective professional development: Lessons from the Eisenhower Program. Science Educator 12(1), 23-40.
Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001, Winter). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal 38(4), 915-945.
Desimone, L., Porter, A.C., Garet, M., Suk Yoon, K., & Birman, B. (2002, Summer). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis 24(2), 81-112.
Desimone, L., Porter, A.C., Birman, B.F., Garet, M.S., & Suk Yoon, K. (2002, October). How do district management and implementation strategies relate to the quality of the professional development that districts provide to teachers? Teachers College Record 104(7), 1265-1312.
Desimone, L., Garet, M., Birman, B., Porter, A., & Suk Yoon, K. (in press). Improving teachers’ in-service professional development in mathematics and science: The role of postsecondary education. Education Policy.
Birman, B., Desimone, L., Porter, A.C., & Garet, M. (2002). Designing professional development that works. Educational Leadership 57(8), 28-33.
Birman, B.F., & Porter, A.C. (2002). Evaluating the effectiveness of education funding streams. Peabody Journal of Education 77(4), 59-85.