Professional Development for High-Poverty Schools

Joseph F. Johnson, Jr., Ph.D.

MSP Conference

January 10, 2007

Phoenix, AZ

National Center for Urban School Transformation

Dedicated to identifying, studying, and promoting the best practices of America’s highest achieving urban schools in a manner that supports urban districts in

transforming teaching and learning

http://edweb.sdsu.edu/ncust

2nd Annual Symposium: May 4th & 5th in San Diego

The Logic of Standards-Based Reform

Students from different groups are not being taught the same high standards.

So, create high standards that apply to all groups of students.

Align assessments and accountability systems to those standards.

Provide appropriate professional development. And, achievement will rise and gaps will

diminish.

The Logic Seems to Work in Some Schools and Districts

Some schools demonstrate high achievement for all students. They evidence: High proficiency rates for all groups High graduation rates for all groups High rates of access to challenging programs for

all groups Low rates of special education placement for all

student groups Low rates of suspension/expulsion for all groups

Many high-poverty schools continue to struggle. What are the subtle differences that may account for substantial differences in results?

On the Other Hand:

Nothing Changes Unless Teaching and Learning Changes

So, the fundamental role of professional development (regardless of content focus) is to influence constructive change in teaching and learning.

Changing Teaching and Learn Through PD is Difficult Because:

It’s hard to build deep content knowledge

It’s easy to repeat past practices

School and district leaders may not choose to support or know how to support better practices

It’s hard to build communities of practice

It’s hard to sustain enthusiasm & urgency

Changing teaching and learning is far more difficult at schools that serve low-income communities.

Additional Reasons Change is Difficult for Some High-Poverty Schools:

Teachers are less likely to have strong content knowledge

Teachers are less likely to have been taught how to teach the content to the students served

Courses are less likely to include rigorous content

Teachers are less likely to know how to inspire their students to exert effort

Teachers are less likely to have supports for monitoring and reflecting upon their practice

PD Should Help Participants Facilitate Ongoing Content Knowledge Development

In addition to building participants content knowledge expertise, PD should help participants know how to:

Structure and encourage participation in ongoing content knowledge development efforts;

Acquire leadership support for ongoing content development efforts; and

Acquire outside assistance, as needed, to support ongoing content knowledge development efforts.

PD Should Encourage the Ongoing Pursuit of Effective Pedagogy for Diverse Learners

In addition to building participants general pedagogical skills, PD should help participants know how to:

Seek evidence of the effectiveness of teaching strategies with various groups of students;

Consider and assess options for modifying strategies to resonate with the interests, backgrounds, and cultures of students; and

Share effective strategies across a school or feeder pattern.

PD Should Build Participants’ Skills at Assessing & Modifying Program Rigor

In addition to building participants capacity to teach rigorous math and science, PD should help participants know how to:

Promote a vision of academic rigor in math and science in their schools;

Assess the alignment of the curriculum taught to rigorous academic standards, identify deficits, and pursue modifications; and

Argue in support of their student’s ability to succeed in more rigorous coursework.

PD Should Build Participants’ Skills at Inspiring Student Effort

In addition to building participants capacity to teach rigorous math and science, PD should help participants know how to:

Help students and parents perceive that they have the resources and support they need in order for students to succeed in more rigorous programs;

Help students perceive that they are valued and that educators are committed to their academic success; and

Celebrate learning results.

PD Should Build Participants’ Skills at Monitoring and Reflecting Upon Student Learning

In addition to building participants capacity to teach rigorous math and science, PD should help participants know how to:

Lead collaborative efforts to examine student work in ways that inform instructional practices;

Support colleagues in considering options for improving instructional practices, based upon student needs made evident through data, research, and best practice; and

Celebrate improvements in learning results.

Nothing Changes Unless Teaching and Learning Changes