experiences and requirements in teacher professional development: understanding teacher change...
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Experiences and requirements in teacher
professional development: Understanding teacher
change
Sylvia Linan-Thompson, Ph.D.The University of Texas at Austin
All Children Reading by 2015: From Assessment to Action
April 12-14, 2010Washington, DC
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Agenda Premise Professional development practices
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Premise Teaching is rooted in strong beliefs that are the result
of teachers’ personal constructions of teaching and learning and are often reflective of their own experiences as students.
These beliefs are mediated by preparation and experience.
The integration of these elements serves as the foundation for teachers’ beliefs about how children learn and their own role in the process.
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PremiseBecause teacher beliefs are a result of
personal constructions, they
first make decisions about which new knowledge and practices to adopt,
they adapt them to their existing schemas, and
Then, if coherent or acceptable, integrate.
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Premise When they integrate new practices and knowledge,
their beliefs and schemas are modified to reflect these new understandings.
Changes in teachers’ practices are the result of changes in teachers’ beliefs.
Thus, if it is to be sustainable, change has to be systematic and should reinforce the interaction between old and new practices.
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Premise Teachers do the best job they can do with
the knowledge, resources, and experiences they have at their disposal.
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Professional DevelopmentThe role of teacher professional
development is to introduce teachers to new, and presumably, better practices.
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Teacher beliefs Teacher beliefs are reflected in the
decisions they make as they plan for, implement, and evaluate instruction, their practice.
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Teacher practice Represents the integration of their beliefs
with external factors that are beyond their control such as: Class size Availability of suitable material Expectations of supervisors Curriculum and district requirements Time
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Thus, professional development must:
be coherent with expectations be provided in a focused and systematic
manner, be of sufficient length to give teachers
time to acquire new practices, and provide support.
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Variables in PD models Coherence Focus Duration Collective participation Active learning Activity type
The following section based on work by Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Education Research Journal, 38, 915-945.
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Coherence The degree to which PD activities are part of a coherent
program of teacher learning and connections are evident among the practices and the teachers' goals and activities.
Making these connections is the job of the persons providing professional development.
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Why is it important?When the content of professional development is
aligned with the educational standards that teachers are expected to implement, then teachers are more likely to implement and sustain new practices.
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Coherence Is there coherence between standards and
the curriculum? Is there coherence between the curriculum
and end-of-year or cumulative assessments?
Is there coherence between the curriculum and teacher preparation programs?
Is there coherence among teacher practices, the curriculum, and standards?
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ExampleStandard
Read a range of materials with some independence, fluency, accuracy, and understanding.
Curriculum Opportunities to read a range of materials with
accuracy:
1. Letter sounds
2. Alphabetic principle
3. Decoding strategies
4. Automatic word reading
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Is your curriculum adequate? Content
Does it teach children how to read? Does it include the 5 areas of reading
instruction? Does it break down reading to its component
parts and then integrate them? Do skills progress from easier to more difficult? Are skills taught explicitly and systematically? Are tasks modeled? Are frequent and cumulative reviews included?
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Routines Components of Routines
Skill Objective Advance Organizer Model Guided Practice Independent Practice Application
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Example Now we are going to learn the sound of the letter. The
____ has the same sound regardless of the form. We will use the sound of the letter to read and spell words.
Point to the letter of form as it appears at the beginning of the word and say,
T: The sound of this letter is ____. T : The sound is ______.
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Is your curriculum adequate? Instructional Design
A manageable amount of information is introduced.
Objectives are clearly stated. Examples are included Opportunities for student practice are included. Specific guidance for corrective feedback is
included.
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Focus The objective of professional development.
Emphasis on subject matter Change in teaching practices Goals for students Ways students learn
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Subject matter Knowledge General pedagogy
Classroom management, planning, grouping Pedagogical content knowledge
Practices in specific content domains for example PA or phonics
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Ways students learn An understanding of how students’ learn
particular content. For example how children learn to decode text.
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A combination of Subject matter content and how children
learn is the most effective. For example:
How children learn to read To understand the importance of specific practices
How to teach reading To increase subject matter knowledge
Uses of evaluation methods To determine what students know and do not know
Use of materials and curricular design To plan and modify instruction
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Duration The total number of contact hours spent in
an activity and the time span over which the activity takes place.
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Why is it important?
Distributed introduction of practices followed by classrooms visits to observe or model over a school year facilitates the integration of new knowledge and practices.
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Collective participation: The degree to which the professional
development activity emphasizes collaboration among groups of teachers from the same school, department, or grade level, as opposed to participation of individuals from many schools.
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Why is it important?To increase implementation, all teachers in a grade level
in a school should be included. In addition, teachers across grades should be encouraged to share lessons learned to facilitate implementation and to develop school-based plans to organize aspects of the new practices.
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Duration and active participation Each sessions should be of sufficient
length to permit active participation, modeling, practice and discussion.
Sessions should be distributed over the course of a year and are interspersed with in class practice.
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Promotion of active learning: The degree to which professional development
offers teachers opportunities to become actively engaged in meaningful analysis of teaching and learning.
It may include opportunities to observe and to be observed, to receive feedback, and to plan implementation during grade level meetings either with guidance or on their own.
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Activity typeThe degree to which the activity (e.g., study group,
teacher network, professional development structure) is organized to facilitate change.
Examples: Workshops In-class coaching/mentoring Small group sessions Virtual workshops
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Why is it important?Teacher professional development that includes
multiple delivery formats such as large group workshops, individual coaching or mentoring, and small group teacher collaborative groups allow teachers to integrate new practices as they build new knowledge and skills.
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A PD model
Monthly or bi-monthly workshops Models of what and how to teach Focus on a critical area Materials include: readings, teacher guides,
student materials Focused small group sessions
1-3 times a month Coaching/mentoring
“to consolidate learning” 1-4 time a month
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Professional Development Model CA-DR CETT Andean CETT ADA- Costa Rica MoE- El Salvador MoE- Chile
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Process
1. Use student data to identify areas of need.
2. Examine standards and curriculum.3. Determine how you will address
student needs:1. To improve student learning you have to
change: the amount of instruction; the focus of instruction; or the quality of instruction (Shanahan, 2009).
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Process4. Identify and develop materials.5. Develop a plan for teacher professional
development. Identify the focus and activity type.
6. Implement professional development.7. Monitor teacher progress.8. Monitor student progress.
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Conclusion Improving instruction is a cyclical
endeavor because before you change teacher practice you have to change teacher beliefs and knowledge.
Teachers must have adequate preparation and materials to impact student learning.
Change takes time.
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Questions for discussion1. Think about how professional
development topics are currently chosen. What would it take to change this process so that it takes into account student and teacher needs?
2. Think about how professional development is currently implemented. What would it take to change it so that it incorporates active learning, collective participation and is of sufficient duration?
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Questions for discussion1. Think about your curriculum. How well
does it meet the general criteria presented today?
2. Thinks about your standards. How well are they aligned with your curriculum?