Download - Aligning Observations and In-service Professional Development Prek-3 rd Jason Downer May 9, 2012
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Aligning Observations and In-service Professional Development Prek-3rd
Jason DownerMay 9, 2012
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Students’ Academic &
Social Development
Elements of Classrooms Influencing Learning
How?
PROCESS
Implementation
Relationships
Academic & Social Interactions
What? Who? Where?
STRUCTURE
Curriculum
Standards
Materials
Training and Education
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Effective Teaching through Interactions
CLASSROOM INTERACTIONS
EMOTIONAL SUPPORT
CLASSROOM ORGANIZATION
INSTRUCTIONAL SUPPORT
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Observations across 4,000 Classrooms
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Measures of Effective Teaching
• Observations, student ratings, and value-added models (VAM) show teachers are key to student learning
• Measures of effective teaching that are linked to student outcomes can and should become the targets of professional development
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Actual scores for 7500 lessons.
Framework for Teaching (Danielson)
6
Uns
atisf
acto
ry Yes/no Questions, posed in rapid succession, teacher asks all questions, same few students participate.
Basic
Some questions ask for student explanations, uneven attempts to engage all students.
Profi
cien
t
Most questions ask for explanation, discussion develops/teacher steps aside, all students participate.
Adva
nced All questions high quality,
students initiate some questions, students engage other students.
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Traditional Teacher In-Service Training
• Until recently, most PD consisted of workshops:– Designed to provide new information– Transmission-oriented – One size fits all– Not typically connected to teachers’ practice– Districts waste PD money. Spend between $2500
and $9,000/teacher/year. No evidence of impacts.
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• Maximizing the benefits of any curriculum or other classroom intervention requires a significant investment in professional development
• High quality in-service training is:– Sustained– Intensive– Classroom-focused– Research-based– Aligned with measures of effective teaching
Effective Teacher In-Service Training
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Coaching Impacts on Instructional Support
Concept Development Quality of Feedback Language Modeling0.00
0.20
0.40
0.60
0.80
1.00
Eff
ect
Siz
e
*
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***p<.001
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• Adopt measures of effective teaching with established links to student outcomes
• Set standards for use of PD funds
• Align with measures of effective teaching
• Evidence of impact
• Meet current best practices
Policy Implications